Discusses the present state of assessing students' oral language proficiency. Includes a comparison of achievement and proficiency test formats, an explanation of the ratings system, and a discussion on the need for a common standard. The adoption of frequency ratings by the academic community is a way off. (PJM)

Presents an adaptable, context-sensitive model for ESL/EFL program evaluation, consisting of seven steps that guide an evaluator through consideration of relevant issues, information, and design elements. Examples from an evaluation of the Reading for Science and Technology Project at the University of Guadalajara, Mexico are given. (31…

Discusses the elusiveness of precision in language testing in relation to three major issues of linguistic analysis: 1) universality; 2) combining power; and 3) incorporation of extra language data. The results of a recent English Language Testing Service (ELTS) Test support this relationship. Language testing should accept the centrality of…

A series of issues are highlighted that focus on the specific aspects of language testing terminology, the importance of context to purpose, the concept of sustainability, computer adaptive testing, adapting assessment to the learner, and assessment of meaning. (JL)

Describes what a Web-based language test (WBT) is, how WBTs differ from traditional computer-based tests, and what uses WBTs have in language testing. After a brief review of computer-based testing, WBTs are defined and categorized as low-tech or high tech. Advantages and design and implementation issues of WBTs are considered before examining the…

In choosing language testing alternatives appropriate for their language education contexts, language teachers need to keep in mind the purposeful nature of language assessment. Purposeful language assessment involves focusing what is to be accomplished by language assessment, specifying intended uses of language tests, selecting appropriate…

Two early publications are often cited as the genesis of the language testing field: (1) Lado's (1961) book on language testing; and (2) Carroll's (1961) fundamental considerations paper. The former is the first textbook on assessing foreign language ability. The latter is the first true statement of theory. The former is the first publication to…

It is argued that institutional requirements of language in use suggest a reassessment of notions of correctness, noting that description generally implies prescription. It is concluded that there are two basic kinds of correctness in English. Specific sections address the following: (1) prescription, relativism, and norms; (2) three levels of…

Foreign-language examinations do not adequately or reliably assess level of skill. Standards and criteria for determining a student's skill level should be improved to provide more guidance and make more appropriate placements in foreign-language classrooms. (CB)

An examination of concerns about and suggestions for revising the ACTFL (American Council on the Teaching of Foreign Languages) Oral Proficiency Guidelines indicates that confirmatory empirical research and determination of the relative absence or presence of components are needed. (CB)

Describes the use of an exercise to assess overall language proficiency for placement purposes. The "information gap" test is based on a gapped text which the candidate must complete by asking the tester appropriate questions and writing down the answers. Test rankings have been found to correlate highly with teachers' rankings. (SED)

Discusses the drawbacks of using the ACTFL-ETS Provisional Proficiency Guidelines in a university foreign language department. Recommends that reading skill should be measured by depth of understanding and perhaps speed rather than by the kind and number of specific elements of language the reader has failed to "understand." (SED)

Discusses the experience of a committee at the University of Southern California that was formed to implement the university's requirement that foreign languages become a "Skill Level" requirement. This means that the student must meet the requirement by performing at a certain level on a proficiency examination. (SED)

Looks at recent approaches to communicative language testing and to the testing of English for specific purposes (ESP). Contrasts two approaches to language testing research and discusses Oller's unitary competence hypothesis. Examines problems deriving from scoring procedures associated with ESP tests. (SED)

The article responds to Rosaura Sanchez' specific criticisms of the Bilingual Syntax Measure regarding its rationale, administration, and uses, as well as defining and clarifying some of the more important theoretical and practical questions in the language testing field raised by the Sanchez review. (NQ)