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Peer reviewedFryer, T. Bruce; Michel, Joseph – Hispania, 1970
Descriptors: Degree Requirements, Elementary Schools, FLES, Language Teachers
Davison, J. M.; Geake, P. M. – Mod Lang, 1970
Descriptors: Audiolingual Methods, College Language Programs, Intonation, Language Laboratories
Peer reviewedWright, Wendy A. – Canadian Modern Language Review, 1970
Descriptors: Language Instruction, Language Skills, Language Tests, Listening Comprehension
Peer reviewedWooster, Arthur D. – British Journal of Disorders of Communication, 1970
Descriptors: Ethnic Status, Immigrants, Language Research, Language Tests
Peer reviewedIlyin, Donna – TESOL Quarterly, 1970
This paper describes the development of EPT (English-Second-Language Placement Test) 100-200-300 which places adult students into the first three levels of English-Second-Language classes and discusses work done on EPT 400-500-600, an experimental test to place students in the last three levels of ESL classes. (Author/FB)
Descriptors: Adult Education, English (Second Language), Language Learning Levels, Language Tests
Peer reviewedReilly, John H.; Oakes, William F. – French Review, 1971
Descriptors: Audiovisual Aids, Degree Requirements, Language Instruction, Language Skills
Brings, Friedhelm – Praxis des neusprachlichen Unterrichts, 1970
Descriptors: English (Second Language), Language Proficiency, Language Tests, Measurement Techniques
Pandey, R. E. – Psychol Rep, 1970
Descriptors: Academic Probation, Cognitive Processes, College Freshmen, Language Research
Aleamoni, Lawrence M.; Richard E. Spencer – Mod Lang J, 1969
Descriptors: Audiolingual Methods, Educational Objectives, Evaluation, Grammar Translation Method
Peer reviewedFrink, Helen H. – Foreign Language Annals, 1982
Outlines an oral interview format and scoring system for use with foreign language students during their first and second semesters of language study. (EKN)
Descriptors: Communicative Competence (Languages), Higher Education, Introductory Courses, Language Proficiency
Peer reviewedBensoussan, Marsha – System, 1982
Discusses the hypothesis that the difficulty of a multiple-choice comprehension test does not just depend on the difficulty of the text, but rather on the text and the questions. Presents ways to evaluate the difficulty of the text, the questions on it, and the test as a whole. (EKN)
Descriptors: English (Second Language), Language Tests, Multiple Choice Tests, Reading Comprehension
Peer reviewedRivera, Charlene; Simich, Carmen – NABE: The Journal for the National Association for Bilingual Education, 1981
The issues of language assessment and placement raise several important questions: (1) What are the basic premises upon which current language assessment instruments have been developed? (2) What is the state of the art in language proficiency assessment? (3) What implications do current research findings have for language proficiency assessment?…
Descriptors: Communicative Competence (Languages), Language Proficiency, Language Skills, Language Tests
Freed, Barbara F. – Bulletin of the Association of Departments of Foreign Languages, 1981
Describes steps taken at the University of Pennsylvania to change foreign language requirement, including studies of student achievement by administering CEEB Language Achievement Tests and FSI Oral Proficiency Interview and the development of performance standards by faculty in order to make requirements proficiency-based. (BK)
Descriptors: College Second Language Programs, Competency Based Education, Higher Education, Language Proficiency
Peer reviewedHelt, Richard C.; Woloshin, David J. – Unterrichtspraxis, 1982
Reports on survey of beginning German at colleges and universities in the U.S. Results show grammatical knowledge is most important objective followed by speaking, listening, and reading comprehension, cultural awareness, then writing. Results indicate growth within the profession. (BK)
Descriptors: College Second Language Programs, Course Objectives, German, Higher Education
Peer reviewedUlibarri, Daniel M.; And Others – NABE: The Journal for the National Association for Bilingual Education, 1981
Comparability may be obtained for the Language Assessment Scale and the Bilingual Syntax Measure through a change in classification strategies which will also improve the equivalence of the tests and their correlation with achievement. Use of the tests along with teacher ratings should then provide meaningful criteria for classification.…
Descriptors: Academic Achievement, Elementary Education, Hispanic Americans, Language Proficiency
