This study represents program-level action research. A U.S. university Spanish language program had a goal for students to reach the ACTFL (2012) Intermediate Mid level after 2 years. An empirical question that resulted after regular end-of-year testing was whether the students were doing their best on assessments. To investigate this, 253…

Integrated Performance Assessments (IPAs) provide elementary, secondary, and postsecondary instructors with the opportunity to align standards-based foreign language instruction with assessment practices. While IPA guidelines make it clear that all three modes of communication are to be assessed, the limited body of research on IPAs provides few…

The validation of ability scales describing multidimensional skills is always challenging, but not impossible. This study applies a multistage, criterion-referenced approach that uses a framework of aligned texts and reading tasks to explore the validity of the ACTFL and related reading proficiency guidelines. Rasch measurement and statistical…

A Mandarin/English two-way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program-created assessment measures. Fifth-grade students also…

Outlines the main testing needs, problems, and recommendations formulated by Michael Canale and by the four authors who reacted to his paper, "Considerations in the Testing of Reading and Listening Proficiency." Discusses three major and interrelated needs and two key problems found in receptive skills testing and makes recommendations.…

Significant test concepts are discussed and guidelines are given for planning and constructing test items. Examples are given for evaluating reading comprehension and suggestions are made for pre- and post-test activities. (Author/RM)

Reports on the first phases of an American Council on the Teaching of Foreign Languages project to develop a computerized adaptive test of reading proficiency. The theoretical multidimensionality of the construct is clarified, and its implications for test development, item calibration, and validation procedures are discussed. (Author/SED)

Considers the nature of receptive language proficiency, the nature of performance on language tests, and possible improvements in receptive language testing. Emphasizes how testing of reading comprehension and testing of listening comprehension raise similar concerns which should be addressed in the design of receptive language tests. (SED)

Responds to Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency." Approaches Canale's three points of discussion from a textual point of view. Discusses the kinds of language materials likely to be encountered in texts at selected proficiency levels and how this material may be tested. (SED)

This study assessed reading comprehension at different levels of second language learning. Adaptations of Carver's reading tests, a variation of the cloze procedure, were administered to 486 college students enrolled in beginning Spanish courses. Tests were found moderately reliable and were recommended for diagnostic purposes at beginning and…

Reacts to Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," concentrating on three areas: (1) the nature of the receptive skills and the requirements of a valid instrument to measure them, (2) the design features that are consistent with his test design principles, and (3) adaptive testing…

Examines the suggestions found in Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," in the light of a possible U.S. Government's Interagency Language Roundtable receptive skills proficiency test which must supply the answer to the question of how well an individual can understand a particular…

Describes and assesses what can be achieved in the learning and testing of the receptive language skills with computer hardware now available. Provides guidelines and suggestions for the development of language learning and testing software. Defines three types of computer programs: instructional, collaborative, and facilitative. (SED)

Discusses foreign language testing methods, particularly of receptive skills, and how the choice of method for any particular government agency is subject to the constraints imposed by the following factors: (1) method of correction, (2) ease of production and number of exam versions required, (3) content of the test, and (4) administration of the…

Discusses Michael Canale's paper, "Considerations in the Testing of Reading and Listening Proficiency," focusing on the third section, "Suggestions for improvements in receptive language testing." Considers such areas as: (1) level descriptions for academic use, (2) item and item types, and (3) validation. (SED)