The test item content of 17 language assessment tools that are widely used in a school or preschool setting are displayed in tabular form to assist speech-language pathologists. By noting the categories that are marked, the clinician can compare the breadth of the tests. (SEW)

Results indicated that Ss were able to accurately repeat sentences which they did not understand as long as imitation was immediate. Delaying imitation three seconds adversely affected imitation of noncomprehended sentences while having no significant effect on comprehended sentences. (Author)

Presents study conducted using high school Spanish students to demonstrate that either a cloze test or a redundancy test could be used in place of either the MLA total score or an interview test. (Author/BK)

Language comprehension performance on the Test of Auditory Comprehension of Language (TACL) was investigated using three modes of test administration with 24 four-year-old children representing various categories of cognitive tempo. Results indicated that all Ss had similar expressive language abilities. (Author/SB)

Elaborates on cognitive/academic language proficiency and basic interpersonal communicative skills. Discusses assumptions regarding bilingual program exit and entry fallacies and implications for U.S. bilingual education. Argues that failure to adequately conceptualize the construes of language proficiency and its cross-language dimensions causes…

Language assessment is reviewed as a technology which could become more effective for classroom use through school-based development and greater use of alternatives to standardized testing. (Author)

A criterion-referenced language growth measure to diagnose and index growth in English writing skills in hearing impaired students was evaluated utilizing six criteria for adequate language assessment and interrater reliability and validity indices. (Author)

Analyses of General Educational Development (GED) ratings of U.S. jobs illustrate the estimation of components of variance and covariance, univariate nd multivariate generalizability coefficients, and canonical coefficients. GED scales, ranging from one to six points, measure reasoning, mathematics, and language abilities needed to perform various…

Previous methods of evaluating listening comprehension have been faulty in that they also tested reading ability and memory, which interfered with the assessment of listening comprehension. A method is proposed which tests students' reactions to statements made in the everyday language of the target language. Results of the method in the…

Aims to present findings about the validity of cloze tests for measuring English language proficiency in the Yoruba-English bilingual classroom of primary-school children. The study compared cloze tests with nine other measures. Results show that the cloze test had the highest average correlation coefficient with the other tests. The test,…

Reports on an experiment designed to evaluate the effects of "slowed speech" on language students' achievements in listening comprehension. Two second semester college level French classes provided the experimental and control groups. Contrary to expectations, pre- and postexperiment tests showed a significant drop in the experimental…

Tests given over several semesters of university language laboratory work showed that laboratory periods longer than 35 minutes become unproductive because of fatigue. A change of procedure after 30 minutes--such as test exercises--will activate the learners' power of concentration for another 15 minutes. (IFS/WGA)

Discusses aspects of the revised People's University Certificate English 1, including: (1) function of catalogs in setting forth learning goals (topics, situations, intentions) for textbook writers and course directors; (2) advantages of authentic exercise texts; (3) weighting linguistic skills; (4) vocabulary work; and (5) developing grammatical…

This study inquired into the effect of testing on foreign language learning. The main question was: Do tests of communicative proficiency, when administered in lieu of currently prevailing discrete-point item tests, further the student's spontaneous communicative ability? Discussion of results indicates uses for both types of tests. (CHK)

The best assessment instrument is the one which tests the students on linguistic patterns and speech events familiar to the student; these instruments must be oriented to the speech communities to be tested. Validation of these materials must also take place within the target population. At the same time these testing materials must test both…