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…

Discusses the problem of testing with particular regard to the evaluation of aural-oral skills within a modern methodological context. The use of pictures, paragraphs, and dialogs to test listening skills and of pictures and micro-dialogs to test speaking skills is described. (SED)

Reports on the new foreign language requirements at the University of Minnesota. These requirements include establishing entrance standards and strengthening the graduation requirements, both of which are based on language proficiency. Workshops to train teachers in testing under the ACTFL Provisional Proficiency Guidelines are described. (SED)

Presents the theory of general language proficiency and looks at the construct validation of cloze tests and C-tests. Describes the defects of classical cloze procedures. Gives an example of the C-Test and discusses its empirical validity. Concludes that C-tests are authentic tests of the construct of general language proficiency.

Analyzes several questions and student answers, and the graders' evaluations of student responses on each of two advanced placement examinations--the one which tests Vergil and the one which tests Catallus and Horace. The percentages of participants scoring at each grade level of the exam are also presented. (SED)

A study of the relative difficulty of four grammatical components of object complements (complement markers, personal pronouns, tense inflection, and word order) indicated that tense marking was found to be the most difficult for hearing-impaired students. It is suggested that data on first and second language acquisition be considered when…

An annotated bibliography of 22 tests designed for core French, French immersion, and native French speaking students includes information on intended test population, levels, test types, test construction, use history and statistics, and source. An index and directory of distributors are included. (MSE)

Examines the relationship between integrative motivation and acquired second language proficiency among Spanish-speaking kindergartners in an American classroom. Results show that the advanced children showed significantly more integrative orientation to the target language group than the beginners, suggesting that integrative attitudes follow…

A secondary school French immersion program in Montreal is discussed. A research and testing program to evaluate student performance is described. Results show a significant increase in French skills over regular language programs, no decrease in English skills, and no decrease in general academic achievement. (CHK)

Australia's Occupational English Test (OET) for health professionals was developed in response to the need for immigrant health professions workers to have increased awareness of Australian colloquialisms, improved language training, both in general and within the professions, and cultural awareness training. The test assesses speaking, reading,…