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| Achievement Tests | 2 |
| Diagnostic Tests | 2 |
| French | 2 |
| Group Testing | 2 |
| Language Tests | 2 |
| Objective Tests | 2 |
| Test Construction | 2 |
| Audiolingual Methods | 1 |
| Audiolingual Skills | 1 |
| Auditory Perception | 1 |
| Comparative Education | 1 |
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| OSMAN, NEILE | 2 |
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Download full textOSMAN, NEILE – 1965
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…
Descriptors: Achievement Tests, Diagnostic Tests, French, Group Testing
OSMAN, NEILE – 1965
THE INCREASED EMPHASIS ON THE AUDIOLINGUAL SKILLS REQUIRES NEW APPROACHES IN TESTING. THESE SKILLS CAN BE SEPARATED INTO SEVERAL AREAS FOR WHICH GROUP AND INDIVIDUAL OBJECTIVE TESTS CAN BE CONSTRUCTED. EXAMPLES OF GROUP TESTS ARE AURAL WORD-RECOGNITION TESTS AND TESTS OF LISTENING COMPREHENSION. TESTS WHICH MUST BE ADMINISTERED INDIVIDUALLY ARE…
Descriptors: Achievement Tests, Audiolingual Methods, Audiolingual Skills, Auditory Perception
