Studied evaluation practices and the attitudes of teachers in the Netherlands toward these practices through a survey of 617 teachers and 214 principals. Findings show assessment routines to be strongly domain-dependent. Teachers have a preference for curriculum-embedded tests and the grading of work sheets above norm-referenced tests. Overall,…

This study examines two kinds of French language tests originating from the Threshold-Level (T-Level) or Niveau-Seuil theory of language learning in the context of several linguistic and testing concepts: discrete-point testing with regard to notions and functions from T-Level theory, communicative context, and assessment of listening…

This report states the issues involved in the use of communicative tests, oral and written, to assess grammatical correctness among students of English as a Foreign Language (EFL). Experience with two English tests administered at the beginning and end of the practice teaching period of Dutch students training to become EFL teachers indicates…

This report deals with the question of obtaining insights into states of prior knowledge and exploring knowledge state tests and knowledge state profiles. The first part introduces a few basic terms important in the context of prior knowledge state. Evaluation and the validity, reliability, and usefulness of tests are considered in a prior…

The testing practices and tests described in the preceding articles are reviewed and compared. This cross-cultural examination identifies some issues that are common to the United States and Europe: (1) the emphasis on performance tasks, (2) the accommodation of language minorities, and (3) concerns about gender differences. (SLD)