Describes five techniques to be used in the evaluation of writing and as exercises in foreign language teaching: the so-called free response to problems presented, fill-in blanks, construction form, alternative form, and association form. (IFS/WGA)

Ten objective measures of writing proficiency were used to evaluate advanced ESL students' compositions. Only those objective measures taking the absence of errors into account discriminated among holistic evaluations of the compositions by experienced ESL teachers. (PMJ)

This article reports on a series of experiments designed to determine the validity of the Cloze test as a measure of the English language proficiency of nonnative speakers. (CFM)

Reports on a study which sought to determine the validity of the Advanced Placement Spanish Language Examination by comparing the performance on the multiple-choice section of this test of three groups: (1) advanced placement students, (2) second-year college students, and (3) third-year college students. (AM)

An oral situational structural test developed for ESL students is discussed. This article proposes that tests can be used as motivational instruments and as teaching instruments. Properly used, tests enable students to see a link between ultimate language proficiency and immediate exam passage. (CHK)

Suggests criteria for a final examination in the Honors Course I in North Rhine - Westphalia in guided text interpretation. Tests given in French honors courses in Secondary Grade 2 are described, and a sample text with a commentary acceptable under the proposed requirements is provided. (Text is in German.) (IFS/WGA)

Six articles on the subject of testing are reviewed. The following themes are discussed: cloze tests, spelling tests and testing the student's total vocabulary. (Text is in German.) (IFS/WGA)

Addresses the role of ethics and its limits in professional activities such as language testing. Consideration is given to language testing as a means of political control, the definition of the test construct, the effects of language tests on the various stakeholders involved, and criteria for promoting ethicality in language testing. (six…

Discusses the need for a strong ethical foundation in the social sciences, which include language testing. Proposes the need for a professional morality and explains the importance of such morality to individuals and other stakeholders. It is argued that the intrusive nature of language testing and the normative role of language tests raises…

Investigated the influence of nonverbal behavior in the context of interactive talk during the assessment of an oral proficiency interview test. Participants were Spanish- and Chinese-speaking international teaching assistants. Found interviewees who employed nonverbal behavior considered appropriate by North American evaluators and who negotiated…

Describes a process developed by the Language Training Centre at Red River College (RRC) to use the Canadian language benchmarks in analyzing the language levels used in programs and courses at RRC to identify appropriate entry-level language proficiency and the levels that second language students need in order to meet college or university…

Reviews the usefulness of proficiency models influencing second language testing. Findings indicate that several factors contribute to the lack of congruence between models and test construction and make a case for distinguishing between theoretical models. Underscores the significance of an empirical, contextualized and structured approach to the…

Provides a personal view of the history of Anglo-American language testing over the last half-century. Argues that major developments in the field have tended to be embraced too enthusiastically so that they have led to unbalanced views concerning the construct definition of language, the scope of test impact, and the value of new methods of test…

Considers how the nature of interaction may best be represented in the second language (L2) construct. The starting point is Bachman's model of communicative language ability, which, it is argued, incorporates interaction from an individual-focused cognitive perspective. (Author/VWL)

Examines evidence from Expanding Circle settings that the norms for Standard English usage, teaching, and testing my not always be those of the Inner Circle. reference to recent research concerning the Expanding Circle nations indicates that in certain international and regional domains of language use in these countries, English functions as a…