Examines the hypothesis that certain errors occurring in oral foreign language tests are due to the recurrence of phonological features both in the questions and in the answer. (AM)

Eighty unimpaired adults took the iconic-symbolic (I-S) subtest of the Muma Assessment Program under traditional protocols and revised instructions like those used in classic studies of classification ability. Only 18 functioned at the symbolic level as defined by the protocols; revised instructions more frequently evoked the expected symbolic…

A brief summary of this conference, focussing on foreign and second language testing, is given. Topics covered include: publishers' tests, semantic aspects of error analysis, factor analysis and language proficiency, learning style identification, the foreign language placement test of the U.S.A.F. Academy, assessment of language dominance, and…

To examine the relationship of the Flowers-Costello Tests of Central Auditory Abilities and the Illinois Test of Psycholinguistic Abilities, 20 ethnic minority kindergarten children were administered both tests. (Author)

Paper delivered at the annual meeting of ACTFL (American Council on the Teaching of Foreign Languages) on November 27, 1971, in Chicago, Illinois. (DS)

Speech presented at the Sixth Annual Whitewater Language Conference, Whitewater, Wisconsin, March 1970. Many of the ideas presented have more relevance for the United States than Canada. (DS)

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)

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…

Links the theory of washback with the broader concept of impact in educational measurement and to the recent debate on construct validity associated with Messick. Notes that for many years it was asserted that language tests negatively impacted teaching and learning, an impact known as washback. (25 references) (Author/CK)