Detailed discusion of the theoretical papers presented at the second conference on "Problems in Foreign Language Testing" held at the Idyllwild campus of the University of Southern California, November 1968, and a brief summation of the practical ones. Paper presented at the TESOL Convention, March 1969. (FWB)

Report of findings which indicate that error analysis can be used as a method to test the predictive value of contrastive analysis and extend its power of pedagogical applications. (Author/FWB)

The validity of written cloze tests for measuring oral skills was evaluated by comparing cloze test scores with recorded interviews. It was concluded that the tests may be a good indirect measure of oral ability. The advantages of these tests include ease of construction, administration, and scoring. (MSE)

Discusses the establishment of a morpheme-per-utterance (MPU) index as opposed to the standard mean-length of utterance (MLU) for measuring the linguistic proficiency of two- to three-year-old Hebrew speakers. (EKN)

Discusses general principles of language testing, stressing objectivity and reliability as the key terms. However, maintains that it is impossible to obtain a direct measure of linguistic competence and consequently questions the value of standard grading procedures. Instead, proposes an evaluation system based on the achievement of specific…

Gives practical suggestions for grading of tests so students are treated fairly and so that test results reflect goals of course. Criteria are validity and reliability. Grades should be established before grading begins. (Author/BK)

Outlines stages followed in initial development of an attitude/motivation test battery to study individual differences associated with achievement in French and presents reliability and validity data. Focuses attention on procedures for test construction and evaluation of test adequacy. (Author/BK)

Procedures mentioned in this article include: (1) developing a new test, (2) modifying test items or keyed responses on existing tests, and (3) developing new norms for existing tests. Examples are given for each procedure, and advantages and disadvantages are discussed. (Author)

Describes a self-pacing procedure for helping students of diverse backgrounds handle the materials of a composition course in English as a second language. Sample instructional materials are appended. (JB)

Finds that dictation exercises are insufficiently used in foreign language teaching. They serve many purposes, e.g., in tests, as introduction to texts, and in recollection exercises. They may have various forms, such as dictation with blanks to fill in, transcription of song texts, etc. (IFS/WGA)

The use of an interview to test verbal ability in a second language and to establish a scale of oral proficiency is discussed. Sample questions are included in Spanish. (JB)

Reports on an experiment which sought to use the cloze procedure to test progress in listening skill development in German-speaking students of English. (AM)

Reports on research seeking to isolate and analyze high frequency errors in secondary students of German, to identify learning tactics, and to apply the research results to improving language instruction. (AM)

Ten colleges and universities and the Educational Testing Service participated in a project that involved testing the Foreign Service Institute's French and Spanish oral proficiency test for possible academic applicability. (AM)