Explores the origin of the Test of English-as-a-Foreign-Language, with its distinctive characteristics, in a 1961 conference, and seeks thereby to gain an understanding of how developments in language testing theory--and perhaps theory in general--are blended with the requirements and possibilities of real-life implementation. (Author/JL)

Discusses the three main approaches to defining language knowledge and use: (1) the structural approach, (2) the functional approach, and (3) the general proficiency approach. Asserts that each approach has specific consequences for language testing and that no one approach can claim to be the only way of representing that knowledge. (Author/SED)

Argues that tests have always been used as a means of political and social control. Maintains that test results are unreliable, especially at the extremes, that their predictive power is weak and that language testers need to be skeptical and need to insist on complete information on candidates' backgrounds for selection decision making. (10…