Statistics derived from test score data from the pilot classes participating in the Washington Foreign Language Program are presented in tables in this report. An index accompanies the tables, itemizing the classes by level (FLES, middle, and high school), grade test, language skill, and school. MLA-Coop test performances for each class were…

READING AND WRITING SKILLS CAN BE TESTED OBJECTIVELY WITHOUT USING TRADITIONAL TRANSLATION TESTS. WHEN READING FRENCH, STUDENTS NEED TO RECOGNIZE WORDS IN BOTH UNINFLECTED AND INFLECTED FORMS TO ATTACH MEANING TO WORDS IN CONTEXT, AND TO REACT TO THE MEANING IMPLICATIONS OF FRENCH SENTENCE STRUCTURE. WHEN WRITING FRENCH, THEY NEED TO PRODUCE…

This bibliography on testing in English as a second language (ESL) is divided into four sections. Section 1, Second Language Testing, includes texts and articles that treat the general and overall aspects of second language testing. Many of the theories, techniques, and tests discussed in these works also apply to ESL. The items in the second…

A testing model is developed for teachers in multiracial classes in British schools who want to assess their pupils' proficiency in using English for learning, thinking, and communicating. The model serves as a framework for the design and administration of tests for communicative competence in foreign and second languages. (SCC)

Analyzes an innovative and optional French language proficiency certificate designed to test proficiency in oral and written language on the undergraduate level at the University of London. (AM)

The absence of a uniform system of education in the United States is accompanied by freedom in testing. Two types of testing procedures are described: the multi-level standardized tests produced by the Educational Testing Service and experimental use of the cloze procedure. (Text is in French.) (AMH)

Preparing worksheets is seen as a valuable source of motivation. Various examples are given, for reviewing vocabulary, for exposition of a reading text, and for checking on text comprehension. Using a sample, it is shown how a text can be reconstructed using a multiple-choice procedure. (Text is in German.) (IFS/WGA)

The "Uniform Graduation Examination Requirements" for English are examined and, in general, approved. But the written portion needs better description; the "Translation" and "Summary and Text Discussion" portions should be changed. Distinctions between basic and honors courses are unclear. Description and rating of…

This paper reports on attempts to predict the aptitude of nine-year-old German children for learning English. Subjects participated in a pilot study in which the aptitude and achievement of three classes were compared. Findings support continued use of objective tests of language proficiency in predicting academic achievement. (CHK)

Analysis of the free speech of one- to three-year-olds (N=21) found that measures of mean length of utterance (MLU) are positively related to age, are reliable, and can predict grammatical development, although there are identifiable points in the developmental evolution of MLU and MLU-like indices beyond which their reliability and validity have…

Differences in procedures used by academic institutions and government agencies in administering the American Council on the Teaching of Foreign Languages' Oral Proficiency Interview test are examined, and results and implications of two studies of interrater reliability are discussed. (MSE)

Describes grading and scoring procedures for advanced placement examinations in two Latin courses: Vergil and Cattalus-Horace. Explanations for cited test items are offered. (CB)

Meaningful and relevant tests of oral competence in foreign languages must address problems impeding communicative competence such as lack of student motivation, unimaginative questions, inhibitive personal questions, and pictorial tests. Examples of test questions are presented in French. (CB)

Evaluation of Chinese-speaking students' responses to a "Reporting Test" of oral proficiency in English as a foreign language indicated that the test may be valid and applicable for assessing oral proficiency. (CB)

This article focuses on language assessment of LEP (Limited English Proficient) adult students in postsecondary vocational education programs. It discusses such problems as diversity of learners, vocational choices, levels of language proficiency, and language proficiency tests. Also, it suggests a sequence for planning language assessments for…