Folder: Bilingual Education
Profienciency Assessment Tools: Annotated Bibliography
Page Contents
A | B | C | D | E | F | G | H | I | J | L | M | N | O | P | R | S | T | U | W | Z
A
Amori, Beverly A., & Others (1992). IDEA Reading and Writing Proficiency Test, Form 2A, English. (ETS# TC018520) This test provides assessment for initial identification and redesignation of Limited English Proficient(LEP) students in grades 4, 5, and 6. The test measures the competencies necessary for language minority students to function successfully in the mainstream classroom. It is not designed as an achievement test. The measure is a group administered, standardized test. This test is not designed to be administered to Non-English Speaking students.The measure consists of two components: a separate reading test and a separate writing test. They are to be used in conjunction with the IDEA Oral Language Proficiency Test (TC018518). The reading test consists of five parts: vocabulary, vocabulary in context, reading for understanding, reading for life skills, and language usage. The reading test will take 45 to 70 minutes to complete.The writing test consists of three parts: conventions, write a story, and write your own story. The writing test has 10 multiple-choice items and 2 writing samples and takes 25 to 45 minutes to administer. Normative data are available. (BAE) Materials: 1.Examiner's Manual 2.Writing Test 3.Reading Test 4.Answer Sheet 5.Scoring Template See TC 018519 for the Technical Manual. Contact: Ballard & Tighe; 480 Atlas Street, Brea, CA 92621
Amori, Beverly A., & Others (1992). IDEA Reading and Writing Proficiency Test, Form 1A, English. (ETS# TC018519) This test provides assessment for initial identification and redesignation of Limited English Proficient (LEP) students in grades 2 and 3. The test measures the competencies necessary for language minority students to function successfully in the mainstream classroom. It is not designed as an achievement test. The measure is a group-administered, standardized test. This test is not designed to be administered to non-English speaking students.This measure consists of two components: a separate reading test and a separate writing test. They are to be used in conjunction with the IDEA Oral Language Proficiency Test (TC018518). The reading test consists of five parts: vocabulary, vocabulary in context, reading for understanding, reading for life skills, and language usage. The reading test will take 45 to 70 minutes to complete.The writing test consists of three parts: conventions, write a story, and write your own story. The writing test has 10 multiple choice items, and 2 writing samples and takes 25 to 45 minutes to administer. Normative data are included.(BAE) Materials: 1.Technical manual 2.Examiner's manual 3.Reading Test 4.Writing Test Contact: Ballard & Tighe; 480 Atlas Street, Brea, CA 92621
Amori, Beverly A., & Others (1993). IDEA Reading and Writing Proficiency Test, Form 3A, English. (ETS# TC019166) The IDEA Reading and Writing Proficiency Test (IPT3) provides assessment for initial identification and redesignation of Limited English Proficient students in grades 7 through 12. The test measures the language competencies necessary for successful functioning in the mainstream classroom. It is not designed to be used as an achievement test, nor should it be administered to Non-English Speaking students. There are two components: a separate reading test, and a separate writing test. These are to be used in conjunction with the IDEA Oral Language Proficiency Test (TC018518). The reading test consists of five parts: vocabulary, vocabulary in context, reading for understanding, reading for life skills, and language usage. The writing test has three parts: conventions, write a story and write your own story. Norms, reliability and validity data are available. (JW) Materials: 1. Reading Test 2. Writing Test 3. Scoring Template 4. Technical Manual 5. Examiner's Manual Contact: Ballard & Tiche, 480 Atlas Street, Brea, CA 92621.
B
Ballard, Wanda S., & Others (1991). IDEA Oral Language Proficiency Test, Forms C and D. (ETS# TC018518) This 83-item test determines the levels of English oral language proficiency as it relates to accepted levels of Non-English Speaking, Limited English Speaking and Fluent English Speaking (NES/LES/FES) designations for children in kindergarten through sixth grade. This measure assesses the areas of syntax, vocabulary, comprehension, and verbal expression. It is organized by developmental or sequential levels of difficulty. The student is required to respond to controlled stimuli, both verbal and visual. Responses are assessed for correctness, appropriateness, and completeness. The average testing time per student is 14 minutes. Forms C and D are parallel forms. There are new and revised test items, and the test pictures have been redrawn and recolored.(BAE) Materials: 1.Examiner's Manual 2.Technical Manual 3.Test-Form C 4.Group List 5.Summary 6.Test Pictures Contact: Ballard & Tighe; 480 Atlas Street, Brea, CA 92621
Ballard-Wanda-S, & Others. (1982). IDEA Oral Language Proficiency Test I, Form A. (ETS# TC014787) This test was developed for use in determining students' levels of oral language proficiency and also for use as a diagnostic tool. It covers: syntax, morphology, lexicon and phonology. It is organized by developmental or sequential levels of difficulty. For use with students whose primary language is other than English to determine adequacy of English Skills (comprehending and responding) prior to the introduction of reading skills. Verbal and visual stimuli were used. Normed in California. Number of Test Items: 83. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: Ballard and Tighe; 480 Atlas Street, Brea, CA 92621.
Baltimore County Board of Education, Towson, MD. (1976). Language Diagnostic Test-A. (ETS# TC012826) This multiple-choice test is to test the student's understanding of the English language. It tries to find 1) how well the student understands the way English sentences are constructed, and 2) the knowledge of standard English usage and mechanics. To determine student proficiency in grammar, standard usage, and the conventions of written English (mechanics), three diagnostic tests have been developed. Separate instruments have been developed for three grade levels (7-8, 9-10, 11-12). The appropriate test should be used early in the year as a screening device for diagnostic purposes only. These tests will in no way give a reliable or valid end-of-year measure of student mastery. Since each language test is rather long, it may be wise to administer the test over a two-day period. These tests are part of the English curriculum development cycle prepared by the Baltimore County Board of Education. The diagnostic procedure for written composition has 3 stages designed to take a minimum of 3 class periods. The first stage is a multiple-choice test, the second stage is a sentence-combining test of syntactic maturity, and stage three involves a diagnostic writing sample. Individually, none of the tests provides a satisfactory diagnosis; collectively, however, all three tests give a fairly complete picture of a student's knowledge and ability in composition. Number of Test Items: 100. Testing Time: 40 minutes. Grade Level(s): 7; 8. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 130 329; 246 pages).
Baltimore County Board of Education, Towson, MD. (1976). Language Diagnostic Test-B. (ETS# TC012827) This multiple-choice test is to test the student's understanding of the English language. It tries to find 1) how well the student understands the way English sentences are constructed, and 2) the knowledge of standard English usage and mechanics. To determine student proficiency in grammar, standard usage, and the conventions of written English (mechanics), three diagnostic tests have been developed. Separate instruments have been developed for three grade levels (7-8, 9-10, 11-12). The appropriate test should be used early in the year as a screening device for diagnostic purposes only. These tests will in no way give a reliable or valid end-of-year measure of student mastery. Since each language test is rather long, it may be wise to administer the test over a two-day period. Subtests: Mechanics; Usage; Grammar. Number of Test Items: 100. Testing Time: 40 minutes. Grade Level(s): 9; 10. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 130 329; 246 pages).
Baltimore County Board of Education, Towson, MD. (1976). Language Diagnostic Test - C. (ETS# TC012828) This multiple-choice test is to test the student's understanding of the English language. It tries to find 1) how well the student understands the way English sentences are constructed, and 2) the knowledge of standard English usage and mechanics. To determine student proficiency in grammar, standard usage, and the conventions of written English (mechanics), three diagnostic tests have been developed. Separate instruments have been developed for three grade levels (7-8, 9-10, 11-12). The appropriate test should be used early in the year as a screening device for diagnostic purposes only. These tests will in no way give a reliable or valid end-of-year measure of student mastery. Since each language test is rather long, it may be wise to administer the test over a two-day period. Subtests: Mechanics; Usage; Grammar. Number of Test Items: 100. Testing Time: 40 minutes. Grade Level(s): 11; 12. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 130 329; 246 pages).
Barnard-Betsy. (1972). English Progress Test A2. (ETS# TC810203) Part of a series of tests designed to provide a continuous assessment of skill in English for children eight to fourteen years of age. Areas assessed in this test include rhymes, plurals, spelling, vocabulary, pronouns, tenses, and reading comprehension. Number of Test Items: 42. Testing Time: 50; approx minutes. Age Range: AGE 7-8. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.
Bass-Willard-P. (1977). Test of Language Dominance. ELNAS Version. Revised Edition. (ETS# TC009815) Measures a child's proficiency in each of two languages and compares proficiency to determine language dominance. Both receptive and expressive skills are measured in Spanish-English and Navajo-English. Subtests: Receptive Skills (English); Receptive Skills (Spanish); Expressive Skills (English); Expressive Skills (Spanish). Age Range: AGE 5-8. Contact: Southwest Research Associates; P.O. Box 4092; Albuquerque, NM 87106.
Beringer-Marjorie-L. (1976). Ber-Sil Spanish Test, Revised Edition. (ETS# TC013720) Developed as an individual screening instrument to evaluate Spanish speaking children in southern California. Non-Spanish speaking examiner can observe the way the child responds to his or her native language. Test is divided into three sections: vocabulary, action responses to directions, and visual-motor activity involving writing and drawing. Directions and vocabulary are on tape. Test assists examiner in determining direction for further study of child. Test was developed in response to California legislation mandating that child be screened for language dominance before an approved intelligence test could be administered and before child can be placed in a special education program. Number of Test Items: 118. Testing Time: 30; approx minutes. Age Range: AGE 5-11. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: The Ber-Sil Company; 3412 Seaglen Drive, Rancho Palos Verdes, CA 90274.
Beringer-Marjorie-L. (1984). Ber-Sil Spanish Test, Secondary Level, Revised. (ETS# TC013721) Developed as a quick individual screening test to evaluate Spanish speaking secondary students in southern California. Test was developed in response to state legislation mandating that child be screened for language dominance before an approved intelligence test can be administered and before child can be placed in a special education program. Test assesses knowledge and ability in four areas of Spanish: vocabulary, grammar, punctuation and spelling. Also assesses knowledge of basic processes in mathematics. Can be administered by non-Spanish evaluators, using a cassette tape. The test is also available in Tagalog or Ilokano (Philipine). Number of Test Items: 175. Testing Time: 45; approx minutes. Age Range: AGE 13-17. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: The Ber-Sil Company; 3412 Seaglen Drive, Rancho Palos Verdes, CA 90274.
Brimer-M-A. (1956). English Progress Test E. (ETS# TC810201) Part of a series of tests designed to provide a continuous assessment of skill in English for children eight to fourteen years of age. Designed to measure skills in vocabulary, reading comprehension, expression, grammatical usage, punctuation and spelling. Number of Test Items: 70. Testing Time: 45; approx minutes. Age Range: AGE 12-13. Contact: The NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, WINDSOR, Berks. SL4 1DF, England.
Brown-Linda, & and-Others. (1990). Test of Nonverbal Intelligence, Second Edition. (ETS# TC016995) This language-free, motor reduced, and culture reduced measure of intellectual functioning which requires abstract/figural problem solving. It is useful in situations where pre- and post-measures are desirable. There are two equivalent forms, form A and form B. Each form contains items arranged in order of difficulty. These items contain one or more of the following characteristics: shape, position, direction, rotation, contiguity, shading, size, length, movement, and figured pattern. One or more of the following rules are used in each item: simple matching, analogies, addition, subtraction, alteration progressions, classification intersections and progressions. This instrument should be used in the intellectual appraisal of subjects whose test performance may be confounded by language and motor impairments arising from such conditions as aphasia, hearing impairments, lack of proficiency with spoken or written English, Cerebral Palsy, stroke, head trauma, and lack of familiarity with the culture of the United States. This is not a timed test. Number of Test Items: 55. Testing Time: 15; approx minutes. Age Range: AGE 5-17, Adults, Older Adults. Contact: Pro-Ed, Inc.
Byrnes, Deborah A., & Kiger, Gary (1994). Language Attitudes of Teachers Scale (LATS). (ETS# TC019207) Language Attitudes of Teachers Scale (LATS) is a 13-item instrument developed to investigate teachers' attitudes about linguistic diversity among their students. The instrument measures three factors: Language Politics; LEP (Limited English Proficiency) Tolerance; and Language Support. Responses are made on a five-point, Likert-type scale. Since teacher attitudes may facilitate or be a barrier to students of limited English proficiency learning English, the instrument may be used to understand the structure of teachers' attitudes to work toward constructive change. Technical data are included. (KM) Materials: 1. Article reprint. See availability source. Contact: Educational and Psychological Measurement, 0013-1644, 54, 1, 227-31,
C
CALI, Inc., Orem, UT. (1986). COMPUTEST: ESL Version 2.5. (ETS# TC017000) The Computerized Adaptive Language Tests are intended for use as placement exams or as measures of general language proficiency. Each test administration is individually tailored to match the ability level of the examinee, is self-paced, reduces testing time, eliminates cheating, and will operate in monochrome. Results are available immediately. The ESL Version 2.5 provides an aural dimension. Listening skills are evaluated along with other language proficiency skills: reading, grammar, and vocabularly. The test format can be modified by evaluating separate language skills, integrating skills, evaluating both separate and integrated listening skills, determining the amount of time given for answering questions, and adjusting the accuracy level. Grade Level(s): Higher Education. Contact: CALI, Inc.; 526 East Quail Road, Orem, UT 84057.
CALI, Inc., Orem, UT. (1988). COMPUTEST: S CAPE. (ETS# TC016997) The Computerized Adaptive Language Tests are intended for use as placement exams or as measures of general language proficiency. Each test administration is individually tailored to match the ability level of the examinee, is self-paced, reduces testing time, eliminates cheating, and will operate in monochrome. Results are available immediately. The Spanish exam (S-CAPE) is designed to indicate achievement levels corresponding to the first four semesters of college Spanish. The test evaluates four areas of language proficiency: listening, reading, grammar, and vocabularly. Grade Level(s): Higher Education. Contact: CALI, Inc.; 526 East Quail Road, Orem, UT 84057.
Caribou Bilingual Project, ME. Examen en Francais. (ETS# TC009996) Group administered test of facility in the French language for bilingual students. Subtests: Reading Comprehension; Vocabulary; Sentence Meaning; Scrambled Sentences; Vowel Sounds; Beginning Sounds; Rhymes. Number of Test Items: 89. Grade Level(s): 3. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Caso-Adolph. (1981). Caso Two Language Battery of Tests. (ETS# TC011453) Used with limited English speaking or native language proficient students and adults to assess oral proficiency, written comprehension, initial letters and spelling, and reading, listening and writing skills. Goals include determining extent of native and English language skills and proficiency, to establish current language dominance, to determine point of bilinguality, to help determine LAU categories, to help diagnose weak and strong language points, to help discover motor and/or other handicaps or disabilities, to evaluate rate of language acquisition and/or loss, to make available quick visual comparison between levels of proficiency of native language and English, to help make placement decisions, to help make program exit decisions. The Oral Proficiency section is optional. Test is available in English-Spanish, English-Italian, English-Portuguese, English-Vietnamese, English-French, English-German, and English-Cambodian. Administrator does not need to be proficient in the language. Subtests: Phonetics; Comprehension Situations; Writing; Oral Proficiency. Testing Time: 21 minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Branden Press Publishers; 17 Station Street, Box 843; Brookline Village, MA 02147.
Caso-Adolph. (1983). Bilingual Two Language Battery of Tests. (ETS# TC016259) The Bilingual Two Language Battery of Tests (BTLBT) is criterion-referenced. It can be given to any pupil who has any proficiency in his/her native language, in English, or in one language only. It can be used to determine LAU categories, and point of bilinguality. Instruction is given by tape, therefore administrator needs no language proficiency. Scoring is standardized. Can also be used to determine extent of native and/or English language skills and proficiency, to establish current language dominance, to diagnose language strengths and weaknesses, to screen for motor and/or other handicaps or disabilities, to evaluate rate of language acquisition or loss, to make quick comparisons between levels of native language and English language proficiency, to aid in program placement decisions and program exit decisions. Testing Time: 40; approx minutes. Age Range: AGE 5-17, Adults. Contact: Branden Press; 21 Station Street, P.O. Box 843; Brookline Village, MA 02147.
Center for Applied Linguistic, Washington, DC. (1983). Chinese Proficiency Test. (ETS# TC015765) Designed to evaluate the proficiency in Chinese listening and reading comprehension attained by Americans and other English-speaking learners of Chinese. Uses situations typical of real life. Difficulty level ranges from one year of college-level instruction, equivalent high school instruction, up to all subsequent levels including graduate. Items are four option multiple-choice. Listening comprehension requires responses to written questions after listening to dialogues and passages in Mandarin. Reading comprehension subsections are: structure assessing ability to recognize correct written structural patterns; reading; assessing comprehension of various length passages. Subtests: Reading Comprehension; Listening Comprehension. Number of Test Items: 150. Testing Time: 120 minutes. Grade Level(s): Higher Education. Contact: Center for Applied Linguistics; Division of Foreign Language Education and Testing, 1118 22nd Street, N.W., Washington, DC 20037.
Center for Applied Linguistics, Washington, DC. (1988). Chinese Speaking Test. (ETS# TC017156) This test was designed for use in evaluating the level of oral proficiency in Chinese, of English-speaking post-secondary and adult students of Mandarin Chinese, who are at intermediate and advanced levels of learning the language. It is based on the kinds of language-use situations that may be encountered in everyday life. It is designed to emulate the direct, face-to-face Oral Proficiency Interview used by U.S. government agencies and the American Council on the Teaching of Foreign Languages (ACTFL). There are six parts: Personal Conversation, Giving Directions, Detailed Description, Picture Sequences, Topical Discourse. Twenty minutes of actual speaking is required. A master audio tape supplies the directions and questions, which are in English for five parts of the test and in Chinese for part one. Additional test items refer to pictures and text. Responses are recorded on a separate tape. An overall proficiency rating, based on the ACTFL Proficiency Guidelines, is given. The rating ranges from "Novice" to "High-Superior". Both individuals and institutions can register for testing by contacting the availability source. Testing Time: 45 minutes. Age Range: Adults. Contact: Center for Applied Linguistics; 1118 22nd Street, N.W., Washington, DC 20037.
Center for Applied Linguistics, Washington, DC. (1989). Hausa Speaking Test. (ETS# TC016607) This test was designed to evaluate the level of oral proficiency attained by English-speaking learners of the African language, Hausa. It is intended for use with post-secondary students and adults at intermediate and advanced levels. The test has five parts and is administered by a master test tape on a tape recorder. Responses to questions are recorded on a separate tape. Some of the questions are in English; others are given in Hausa. Pictures and text in a test booklet are used as test questions. The test is administered to students by institutions who acquire it from the Center for Applied Linguistics, or to individuals who contact the Center to take the test. The HaST may be used for admission to an Hausa study program; placement within an Hausa study program; exemption from an Hausa language requirement; application for scholarship or appointment; competency testing on exit from an Hausa program; certification of language proficiency for occupational purposes; evaluation of an Hausa instructional program. Subtests: Personal Conversation; Giving Directions; Picture Sequence Narration; Topical Discourse; Situational Discourse. Testing Time: 40 minutes. Age Range: Adults. Contact: Center for Applied Linguistics; 1118 22nd Street, N.W., Washington, DC 20037.
Center for Applied Linguistics, Washington, DC. (1989). Indonesian Speaking Test. (ETS# TC016608) This test was designed to evaluate the level of oral proficiency attained by English-speaking learners of Indonesian. It is intended for use with post-secondary students and adults at intermediate and advanced levels. The test has five parts and is administered by a master test tape on a tape recorder. Responses to questions are recorded on a separate tape. Some of the questions are in English; others are given in Indonesian. Pictures and text in a test booklet are used as test questions. The test is administered to students by institutions who acquire it from the Center for Applied Linguistics, or to individuals who contact the Center to take the test. The Indonesian Speaking Test may be used for admission to an Indonesian study program; placement within an Indonesian study program; exemption from an Indonesian language requirement; application for scholarship or appointment; competency testing on exit from an Indonesian study program; certification of language proficiency for occupational purposes; evaluation of an Indonesian instructional program. Subtests: Personal Conversation; Giving Directions; Picture Sequence Narration; Topical Discourse; Situational Discourse. Testing Time: 40 minutes. Age Range: Adults. Contact: Center for Applied Linguistics; 1118 22nd Street, N.W., Washington, DC 20037.
Center for Applied Linguistics, Washington, DC. (1989). Hebrew Speaking Test. (ETS# TC016609) This test was designed to evaluate the level of oral proficiency attained by English-speaking learners of Hebrew. It is intended for use with post-secondary students and adults at intermediate and advanced levels. The test has five parts and is administered by a master test tape on a tape recorder. Responses to questions are recorded on a separate tape. Some of the questions are in English; others are given in Hebrew. Pictures and text in a test booklet are used as test questions. The test is administered to students by institutions who acquire it from the Center for Applied Linguistics, or to individuals who contact the Center to take the test. The Hebrew Speaking Test may be used for admission to a Hebrew study program; placement within a Hebrew study program; exemption from a Hebrew language requirement; application for scholarship or appointment; competency testing on exit from a Hebrew study progam; certification of language proficiency for occupational purposes; evaluation of a Hebrew instructional program. Subtests: Personal Conversation; Giving Directions; Picture Sequence Narration; Topical Discourse; Situational Discourse. Testing Time: 40 minutes. Age Range: Adults. Contact: Center for Applied Linguistics; 1118 22nd Street, N.W., Washington, DC 20037.
Center for Applied Linguistics, Washington, DC. (1989). Basic English Skills Test, Form C. (ETS# TC016692) A measurement tool designed for adult English as a Second Language (ESL) learners at the survival and pre-employment skills level. Uses real life materials and tasks to measure student performance of basic language competencies. Can be used for placement, progress monitoring, diagnosis, screening, and progress evaluation. Contains two separate components: an Oral Interview Section and a Literacy Skills Section, which together provide six separate language skills scores. Subtests: Listening Comprehension; Communication; Fluency; Pronunciation; Reading; Writing. Testing Time: 75; approx minutes. Age Range: Adults. Contact: Basic English Skills Test; Center for Applied Linguistics, 1118 22nd Street NW, Washington, DC 20037.
Center for Applied Linguistics, Washington, DC (1992). Self-Assessment of Translation Ability. (ETS# TC018771) This self-assessment questionnaire was designed to estimate Federal Bureau of Investigation (FBI) employees' perceived ability to render a verbatim translation from Spanish into English. Respondents indicate whether their ability to translate 13 types of documents related to law enforcement is limited, functional or competent. It is to be used in conjunction with the Spanish into English Verbatim Translation Exam to help determine the effectiveness and accuracy of that instrument. Both instruments were developed to determine skill-level descriptions of the translation ability of FBI employees. No technical data are included. (KM) Materials: 1.Article Reprint. See availability source. Contact: Modern Language Journal, 0026-7902;, 76, 4, 455-67,
Chew-Laureen, & Chung-May. (1976). CSL Profile Level 1. (ETS# TC008847) Designed to assess language proficiency in Chinese. Subtests: Comprehension and Vocabulary; Sentence Structures. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: Chinese Bilingual Pilot Program; ESEA Title VII, San Francisco Unified School District, 950 Clay Street, Room 204; San Francisco, CA 94108.
Coy-Joye-Jenkins, & Others. (1980). English as a Second Language Oral Assessment, Revised. (ETS# TC017606) Diagnostic instrument developed for use with adult students who speak languages other than English. Designed to provide tutors with a measure of their student's ability to speak and understand the English language. It can be used to approximate student progress, determine student progress levels, determine a student's ability to follow directions, to follow English patterns, and the ability to use specific basic vocabulary. Divided into four levels of English proficiency: auditory comprehension; basic survival vocabulary; information questions; and formation of past and future tenses. The administration of this assessment tool is discontinued when the learner cannot satisfactorily complete the required number of items within a level. Subtests: Auditory Comprehension; Basic Survival Vocabulary; Information Questions; Formation of Past and Future Tenses. Number of Test Items: 69. Age Range: Adults. Contact: Literacy Volunteers of America, Inc.; 5795 Widewaters Parkway, Syracuse, NY 13214.
D
Dade County Public Schools, Miami, Fla. Div. of Elementary and Secondary Education. (1975). Examen de Lectura en Espanol. (ETS# TC010163) A Spanish reading placement test for grades 7-12. The test consists of thirty multiple choice questions, two of which are samples. Number of Test Items: 30. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Dade County Public Schools, Miami, Fla. Div. of Elementary and Secondary Education. (1975). Examen de Lenguaje en Espanol. (ETS# TC010164) A Spanish language placement test for grades 5-7. The multiple choice test consists of forty-eight questions divided into three sections: language usage, verbs, and vocabulary. Subtests: Language Usage; Verbs; Vocabulary. Number of Test Items: 48. Grade Level(s): 5; 6; 7. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Dade County Public Schools, Miami, Fla. Div. of Elementary and Secondary Education. (1978). Oral Language Proficiency Scale. (ETS# TC010162) Used in an oral interview for student placement in a program of English for Speakers of Other Languages (ESOL). Placement is based on proficiency in four areas: understanding of spoken language, using grammatical structure, pronunciation and vocabulary. Two forms are available - elementary and secondary. Subtests: Understanding of Spoken Language; Using Grammatical Structure; Pronunciation; Vocabulary. Number of Test Items: 20. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
Dalton-Enrique, & Others. (1987). IDEA Oral Language Proficiency Test II, Spanish. (ETS# TC015831) This individually administered proficiency test in Spanish for native Spanish-speaking children, tests four basic areas of oral Spanish proficiency: vocabulary, comprehension, syntax, and verbal expression, including articulation. There are six levels of difficulty. The test taker advances by levels until the test is completed or stops at a proficiency level indicated by the test score. The examiner should be bilingual in English and Spanish. Number of Test Items: 83. Testing Time: 20 minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Ballard and Tighe; 480 Atlas Street, Brea, CA 92621.
Dalton-Enrique-F, & Amori-Beverly-A. (1983). IDEA Oral Language Proficiency Test II, English, Form A. (ETS# TC014788) This individually administered proficiency test in English for nonnative English-Speaking children tests four basic areas of oral proficiency: vocabulary, comprehension, syntax, and verbal expression including articulation. There are six levels of difficulty. The test taker advances by levels until the test is completed or stops at a proficiency level indicated by a score. The examiner should be bilingual in English and the language of the test taker. Number of Test Items: 83. Testing Time: 15 minutes. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: Ballard and Tighe; 480 Atlas Street, Brea, CA 92621.
Dalton-Enrique-F. (1980). IDEA Oral Language Proficiency Test, Spanish. (ETS# TC014789) This individually administered proficiency test in Spanish for Spanish speaking children tests four basic areas of oral proficiency: vocabulary, comprehension, syntax, and verbal expression including articulation. There are six levels of difficulty. The test taker advances by levels until the test is completed or stops at a proficiency level indicated by a score. Level A indicates that the testeee has less than 50 percent of the proficiency of level 1. Level F indicates mastery of the test. The examiner must speak Spanish. Number of Test Items: 83. Testing Time: 14 minutes. Grade Level(s): K; 1; 2; 3; 4; 5; 6. Contact: Ballard and Tighe; 480 Atlas Street, Brea, CA 92621.
Damico, Jack S., & Oller, John W., Jr. (1985). Spotting Language Problems (SLP). (ETS# TC019442) The Spotting Language Problems (SLP), is a screening tool for educators, clinicians, and paraprofessionals to help them identify students with language problems that may result in learning difficulties. It is based on evaluating ordinary conversation. It is effective with English speaking children and children whose primary language is not English. It is designed to help the educators to make referrals to specialists who will be able to do the additional diagnosis required. (JW) Materials: 1. Rating Sheet 2. Manual Contact: Los Amigos Research Associates, 7035 Galewood, San Diego, CA 92120.
Davies, Alan, & Alderson, Charles (1977). English Proficiency Test Battery, Short Version, Form D. (ETS# TC810790) Materials: 1. test 2. scoring key 3. score interpretation guidelines Contact: Institute for Applied Language Studies; University of Edinburgh, 21 Hill Place, Edinburgh EH8 9DP, Scotland.
DeAvila-Edward-A, & Duncan-Sharon-E. (1981). Language Assessment Scales. Spanish Level I, Form A. (ETS# TC011336) Measures oral language proficiency in English or Spanish. Is a test of oral language proficiency which samples from each of four linguistic aspects: phonology, the lexicon, syntax, and pragmatics. Individually administered. Subtests: Minimal Sound Pairs; Lexical; Phonemes; Comprehension; Oral Production. Number of Test Items: 97. Testing Time: 20; approx minutes. Grade Level(s): K; 1; 2; 3; 4; 5. Contact: Publishers Test Service; 2500 Garden Road, Monterey, CA 93940.
DeAvila-Edward-A, & Duncan-Sharon-E. (1981). Language Assessment Scales. English Level 1, Form A. (ETS# TC011361) Measures oral language proficiency in Spanish or English. Is a test of oral language proficiency which samples from each of four linguistic aspects: phonology, the lexicon, syntax, and pragmatics. Individually administered. Subtests: Minimal Sound Pairs; Lexical; Phonemes; Comprehension; Oral Production. Number of Test Items: 97. Testing Time: 20; approx minutes. Grade Level(s): K; 1; 2; 3; 4; 5. Contact: Publishers Test Service; 2500 Garden Road, Monterey, CA 93940.
DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral-Spanish, Form 1B. (ETS# TC017542) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.
DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral-Spanish, Form 2B. (ETS# TC017543) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.
DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral English, Form 1C and 1D. (ETS# TC017544) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.
DeAvila-Edward-A, & Duncan-Sharon-E. (1990). Language Assessment Scales: Oral-English, Forms 2C and 2D. (ETS# TC017545) Measures oral proficiency in both Spanish and English languages. This tool is a means of identifying limited or non-English speaking children who can benefit from bilingual programs. The English version is available in two forms, C and D. The Spanish version is available in form B. Each form is divided into two parts - The Oral and the Pronunciation components. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. This instrument may be used in conjunction with the Language Assessment Scales Reading/Writing (LAS-R/W) to provide a complete assessment of listening, speaking, reading, and writing skills. No formal time limits, but a reasonable amount of time should be allocated to the students. Subtests: Vocabulary; Listening Comprehension; Sentence Completion; Story Retelling. Grade Level(s): 7; 8; 9; 10; 11; 12. Contact: CTB/Macmillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940.
Dequine, Marge, & Price, Kay (1986). Quick Start in English Written Language Assessment (QSE). (ETS# TC019552) Quick Start in English Written Language Assessment (QSE) is a group administered test that determines proficiency in written English. It can be used as the determination of student language level for students whose first language is not English as an optimum point for beginning instructions or as a score for reporting group or individual progress. The test measures language usage beginning with a single word and phrase, followed by basic and integrated sentences and concluding with related sentences and a paragraph. It measures knowledge of vocabulary, tense, description, position, condition, conjunction and modals melded with syntax of increasing complexity. Reliability, validity and norms are discussed. (JW) Materials: 1. Test 2. Manual Contact: Quick Start in English, 75 North El Monte Avenue, Los Altos, CA 94022.
Dequine, Marge, & Price, Kay (1987). Quick Start in English Oral Assessment (QSEA). (ETS# TC019565) Quick Start in English Oral Language Assessment (QSEA) is an individually administered test that determines proficiency in oral English. It can be used as the determination of student language level as an optimum point for beginning instruction. Students are classified as: Non English Proficient, Limited English Proficient, or Fluent English Proficient. The test measures receptive and expressive language. To test receptive language, simple to complex commands are given to manipulate objects. To test expressive language, questions elicit syntactical structures from simple to complex through the provision of picture stimuli. Reliability, validity and norms are discussed. (JW) Materials: 1. Picture Stimulus 2. Manipulatives (13) Box of Crayons, 2 pencils, 3 spoons, toothbrush, ball, ring, 3 buttons, one cent 3. Scoring Sheet 4. Manual Contact: Quick Start in English, 75 North El Monte Avenue, Los Altos, CA 94022.
Duncan-Sharon-E, & DeAvila-Edward-A. (1981). Language Assessment Scales. English Level II, Form A. (ETS# TC011334) Measures oral language proficiency in Spanish or English. Is a test of oral language proficiency which samples from each of four linguistic aspects: phonology, the lexicon, syntax, and pragmatics. Individually administered. Subtests: Minimal Pairs; Lexical; Phonemes; Sentence Comprehension; Oral Production; Observations. Number of Test Items: 101. Testing Time: 20; approx minutes. Grade Level(s): 6; 7; 8; 9; 10; 11; 12. Contact: Publishers Test Service; 2500 Garden Road, Monterey, CA 93940.
Duncan-Sharon-E, & DeAvila-Edward-A. (1981). Language Assessment Scales. Spanish Level II, Form A. (ETS# TC011335) Measures oral language proficiency in Spanish or English. Is a test of oral language proficiency which samples from each of four linguistic aspects: phonology, the lexicon, syntax, and pragmatics. Individually administered. Subtests: Minimal Pairs; Lexical; Phonemes; Sentence Comprehension; Oral Production; Observation. Number of Test Items: 101. Testing Time: 20; approx minutes. Grade Level(s): 6; 7; 8; 9; 10; 11; 12. Contact: Publishers Test Service; 2500 Garden Road, Monterey, CA 93940.
Duncan-Sharon-E, & DeAvila-Edward-A. (1991). Adult Language Assessment Scales, Oral, Form B. (ETS# TC018087) Designed to provide complete information about language proficiency of adults who speak English as a Second or Foreign Language (ESL or EFL). Adult Language Assessment Scales (A-LAS) consists of two test batteries in English: The Adult Language Assessment Scales-Oral (A-LAS-O), which measures listening and speaking proficiency, and the Adult Language Assessment Scales R/W/M/, (not yet available from publisher), which assesses reading, writing, and math skills. This instrument has two components. The Oral Language Component (Short Form) measures vocabulary, comprehension, and production. The Pronunciation Component measures aural discrimination and pronunciation. These components may be administered separately or combined to comprise the Long Form of the test. A-LAS-O measures those English oral language skills necessary for functioning in a monolingual environment. Although it is not an achievement test, it measures achievement in course content to the extent that course objectives include the development of listening and speaking abilities. A-LAS-O provides parallel, equivalent forms - A and B. It may be used to measure growth or change across time. Subtests: Vocabulary; Conversations; Making Sentences; Newscast; Same or Different; Sounds In Words. Testing Time: 30; approx minutes. Age Range: Adults. Contact: CTB-MacMillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940-9921.
Duncan-Sharon-E, & Others. (1991). Adult Language Assessment Scales, Oral, Form A. (ETS# TC018123) Designed to provide complete information about language proficiency of adults who speak English as a Second or Foreign Language (ESL or EFL). Adult Language Assessment Scales (A-LAS) consists of two test batteries in English: The Adult Language Assessment Scales-Oral (A-LAS-O), which measures listening and speaking proficiency, and the Adult Language Assessment Scales R/W/M/, (not yet available from publisher), which assesses reading, writing, and math skills. This instrument has two components. The Oral Language Component (Short Form) measures vocabulary, comprehension, and production. The Pronunciation Component measures aural discrimination and pronunciation. These components may be administered separately or combined to comprise the Long Form of the test. A-LAS-O measures those English oral language skills necessary for functioning in a monolingual environment. Although it is not an achievement test, it measures achievement in course content to the extent that course objectives include the development of listening and speaking abilities. A-LAS-O provides parallel, equivalent forms - A and B. It may be used to measure growth or change across time. Subtests: Vocabulary; Conversations; Making Sentences; Newscast; Same or Different; Sounds In Words. Testing Time: 30; approx minutes. Age Range: Adults. Contact: CTB-MacMillan/McGraw-Hill; 2500 Garden Road, Monterey, CA 93940-9921.
Dunn-Lloyd-M, & Others. (1986). Test de Vocabulario en Imagenes Peabody: Adaptacion Hispanomerica. (ETS# TC014811) This measure of Spanish hearing vocabulary is a version of the Peabody Picture Vocabulary Test developed for use with Spanish speaking children and adolescents. It was standardized in Puerto Rico and Mexico. The manual is available in both Spanish and English. When it is used as an achievement test, it may be used to show student progress when Spanish is the language of instruction or when assessing proficiency in Spanish as a second language. It may be used as a screening test of scholastic aptitude when Spanish is the language of the home and community and when Spanish is the language of instruction. It is individually administered and does not require reading, verbal or written responses. Also said to be useful for screening at the kindergarten and first grade level for follow-up assessment, to determine language of instruction for bilingual children. The examinee points to one of a series of plates in response to an oral stimulus. Norms for Hispanic children and youth on the U.S. mainland will be developed if examiners volunteer to test a group of these students. Number of Test Items: 125. Testing Time: 15 minutes. Age Range: AGE 2-17, Adults. Contact: American Guidance Service; Publishers' Building, Circle Pines, MN 55014.
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Educational and Industrial Test Services, Hempstead, England. (1971). Clerical Test 3: Spelling, Grammar, Language. (ETS# TC810503) One of a series of tests which measure basic skills and aptitude necessary for routine clerical, office and commercial occupations. Purpose of test is to assess person's attainments in conventional spelling, grammar and language usage. Also provides test administrator with opportunity for a subjective estimation of person's capability to follow oral directions and gives a sample of ordinary handwriting. Can also be used as a screening device for a large range of occupations requiring a reasonable level of competence in the use of the English language. Subtests: Spelling; Grammar; Language. Number of Test Items: 91. Testing Time: 13; approx minutes. Age Range: Adults. Contact: Educational and Industrial Test Services, Ltd.; 83 High Street, Hemel, Hempstead, Hertfordshire HP1 3AH England.
Educational Commission for Foreign Medical Graduates, Philadelphia, PA. Foreign Medical Graduate Examination in the Medical Sciences and ECFMG English Test. (ETS# TC008939) Assesses the readiness of graduates of foreign medical schools to enter residency or fellowship programs in the United States that are accredited by the Accreditation Council for Graduate Medical Education. There are two parts to the examination. Day 1 Basic Medical Science Component consists of basic medical science tests with about 500 items from the disciplines of anatomy, behavioral sciences, biochemistry, microbiology, pathology, pharmacology, and physiology. The Day 2 Clinical Science Component consists of about 450 items from the disciplines of internal medicine, obstetrics and gynecology, pediatrics, preventive medicine and public health, psychiatry, and surgery. Demonstration of competence in the English language is required for certification and to revalidate Standard ECFMG certificates. The ECFMG English language test is administered semiannually in January and July and is adapted from the validated Test of English as a Foreign Language (TOEFL). Testing Time: 450; approx minutes. Age Range: Adults. Contact: Educational Commission for Foreign Medical Graduates Examination; 3624 Market St., Philadelphia, PA 19104; USA.
Educational Testing Service, Princeton, NJ CGFNS Qualifying Exam. (ETS# TC019468) The CGFNS Qualifying Exam is one of two parts of a program designed for nurses educated outside the United States who wish to practice as registered nurses in the United States. Part one of the program is a credentials review to establish the candidates as first-level, general nurses as defined historically by the International Council of Nurses. Part 2 is the qualifying exam which tests nursing knowledge and English language proficiency. In order to receive a certificate, candidates must pass both parts of exam. The multiple-choice questions on the nursing exam generally start by describing a patient, some symptoms, and some of the treatments and nursing care the patient will receive. The candidate must then select the correct answer out of the choices given. There are four types of multiple-choice English questions: two are related to listening comprehension, one to vocabulary, and one to sentence structure.(MH) Materials: 1. applicant handbook 2. application form Contact: Commission on Graduates of Foreign Nursing Schools, 3600 Market Street, Suite 400, Philadelphia, PA 19104-2651.
Educational Testing Service, Princeton, NJ. Test Of English For International Communication. (ETS# TC010311) A secure testing program developed for non-English speaking countries to measure English language skills outside of the traditional academic context. Used by foreign businesspeople to assess their knowledge and communicative abilities in English. While currently in use in Japan, the program could be adapted for any other non-English speaking country. Test is administered at designated centers only, not sold directly. Number of Test Items: 200. Age Range: Adults. Contact: Educational Testing Service, Chauncey Group International, Princeton, NJ 08541.
Educational Testing Service, Princeton, NJ. Test of English as a Foreign Language. Understanding TOEFL: Test Kit 1. (ETS# TC011087) Practice materials containing an actual TOEFL test. Includes a cassette tape recording of the Listening Comprehension subtest. A workbook also supplies correct answers and explanations of each answer choice. TOEFL was designed to evaluate the English proficiency of non-native speakers of English, primarily at the secondary level, who are preparing to study at North American colleges or universities. Subtests: Listening Comprehension; Structure and Written Expression; Reading Comprehension and Vocabulary. Number of Test Items: 150. Testing Time: 120 minutes. Grade Level(s): 11; 12; Higher Education. Contact: Educational Testing Service, School and Higher Programs, Princeton, NJ 08541.
Educational Testing Service, Princeton, NJ. Test of Spoken English. (ETS# TC011788) Primary purpose is to evaluate the English speaking proficiency of persons whose native language is not English. The test is not targeted to a single academic discipline, field of employment, or other specialized language usage. Permits examinee to demonstrate general speaking proficiency. Test may also be used to diagnose strengths and weaknesses in Spoken English at the end of a course of study. Was developed chiefly for use by academic institutions and has been validated in this context at present. Test is appropriate for all examinees regardless of their native language or culture. Examinee listens to tape recording of test questions and answers each question by speaking into a microphone. May be used with college students and health personnel. Subtests: Pronunciation; Control of Grammar; Fluency. Testing Time: 20; approx minutes. Grade Level(s): Higher Education. Contact: Educational Testing Service; School and Higher Education Programs, Princeton, NJ 08541.
Educational Testing Service, Princeton, NJ. Preliminary Test of English as a Foreign Language. (ETS# TC013428) Designed to measure the English proficiency of nonnative speakers of the language at the beginning and intermediate levels. For use by schools, colleges and universities to place students in ESL programs, to measure progress after instruction, or to determine if student can function in an English-language instructional setting. Scored by publisher. Part and total scores are reported. Subtests: Listening Comprehension; Structure and Written Expression; Reading Comprehension and Vocabulary. Testing Time: 70 minutes. Grade Level(s): Higher Education. Contact: Educational Testing Service, School and Higher Education Program, Princeton, NJ 08541.
Educational Testing Service, School and Higher Education Program, Princeton, NJ 08541. (1981). Secondary Level English Proficiency Test. (ETS# TC010649) Designed to measure ability of students whose native language is not English to understand spoken and written English. School Service Program enables school to purchase test, administer it and score locally. May be used in making some placement decisions. ETS sponsors SLEP test and administers it within the Test of English as a Foreign Language (TOEFL) program. May be administered in its entirety or in two sessions to individuals or groups. Subtests: Listening Comprehension; Reading Comprehension. Number of Test Items: 150. Testing Time: 85; approx minutes. Grade Level(s): 7; 8; 9; 10; 11. Contact: Secondary Level English Proficiency Test, School and Higher Education Programs; Princeton, NJ 08541.
Educational Testing Service, Princeton, NJ. (1981). Test of English as a Foreign Language: Sample Test. (ETS# TC011102) Test booklet and answer key for use as practice materials for TOEFL. Half the length of an actual test. No percentile can be computed. Subtests: Listening Comprehension; Structure and Written Expression; Reading Comprehension and Vocabulary. Number of Test Items: 70. Grade Level(s): 11; 12; Higher Education. Contact: Educational Testing Service, School and Higher Education Programs, Princeton, NJ 08541.
Educational Testing Service, Princeton, NJ. (1981). Japanese Proficiency Test. (ETS# TC013765) Designed for use by American and other English-speaking learners of Japanese ranging from those who have completed at least one year of intensive Japanese instruction to those who have acquired greater proficiency usually associated with completing a college or graduate-level language program. Provides scores for listening comprehension and reading proficiency. Also provides a score for Japanese character recognition. Two equivalent forms of the test are available, permitting pre- and posttesting. Subtests: Listening Comprehension; Reading Proficiency; Japanese Character Recognition. Testing Time: 120; approx minutes. Grade Level(s): Higher Education. Contact: No longer available.
Educational Testing Service, Princeton, N.J. (1982). Speaking Proficiency English Assessment Kit. (SPEAK). (ETS# TC011890) A standardized test of English speaking proficiency for internal use by colleges and universities for evaluating nonnative English speaking students and applicants for positions as teaching assistants. Examines respond orally to printed and recorded stimuli. Locally scored. May be used for pre- and posttesting in English courses and to identify those requiring additional instruction in spoken English. Subtests: Pronunciation; Grammar; Fluency. Testing Time: 20 minutes. Grade Level(s): Higher Education. Contact: Educational Testing Service; School and Higher Education Programs, Princeton, NJ 08541.
Educational Testing Service, Princeton, NJ. (1984). Assessment and Placement Services for Community Colleges. (ETS# TC013001) Part of the Multiple Assessment Programs and Services (TC 105 422). Instrument includes a self-scoring answer sheet. The essay section is optional. The Student Placement Inventory covers educational background, college plans and career plans. Mathematics subtest consists of computation and elementary algebra. For students who speak English as a second language, pretesting is available with the Secondary Level English Proficiency Test (TC 010 649) or Preliminary Test of English as a Foreign Language. Subtests: Reading; Writing; Mathematics; Essay; Student Placement Inventory. Testing Time: 105 minutes. Grade Level(s): Higher Education. Contact: Educational Testing Service; Customs Operations Division; Princeton, NJ 08541, Attn: Bill Wynne
Educational Testing Service, International Testing and Training Programs, Princeton, NJ. (1990). Comprehensive Russian Proficiency Test (CRPT). (ETS# TC019398) The Comprehensive Russian Proficiency Test (CRPT) is designed to serve the language assessment needs of schools, colleges, universities, educational organizations, government agencies and the business sector. It measures proficiency in listening, reading, writing and speaking of English speaking people who are studying the Russian language. It can be used for placement of incoming students in the appropriate courses; selecting, placing and evaluation of students for participation in Russian language immersion programs; and enabling schools to monitor and assess the effectiveness of their programs. Both intermediate and advanced level students can be assessed using ACTFL Russian Proficiency Guidelines. Norms are provided. (JW) Materials: 1. Descriptive Sheet 2. Manual Contact: Educational Testing Service, School and Higher Education Programs, Princeton, NJ 08541-6155.
Educational Testing Service, Princeton, NJ (1995). Test of Spoken English (TSE), Revised. (ETS# TC019311) The Test of Spoken English (TSE), Revised is a semidirect speaking test of communicative language ability. The test takes approximately 30 minutes to complete and results in a 10-12 minute recorded speech sample. The examinee speaks on topics of general interest that require various kinds of discourse. TSE is designed to evaluate the general oral language proficiency of nonnative speakers of English who are at or beyond the postsecondary level of education. The test is scored by trained raters and can provide an indication of the examinee's ability to communicate effectively in English in an academic or professional environment. The TSE is not a predictive measurement of academic or professional performance. (MH) Materials: 1. Announcement sheet for revised test 2. Score user's manual, 1995 edition 3. Supervisor's manual, 1996-97 Contact: Educational Testing Service, School and Higher Education Programs, Princeton, NJ 08541.
Educational Testing ServicePrinceton, N.J. Advanced Placement Program: Spanish Literature. (ETS# TC011249) Designed to assess achievement in college level third-year Spanish Objective questions on listening, reading and literary analysis; two essays in Spanish on required authors and one - in Spanish or English - on presented poems. The number of test items may vary from year to year. The Advanced Placement Program has been sponsored by the College Board since 1955. Candidates may take either or both Spanish examinations. Subtests: Aural Comprehension, Literary Analysis, and Reading Comprehension; Literary Appreciation, Interpretation, and Analysis and Skill in Writing Critical Expository Prose. Testing Time: 180 minutes. Grade Level(s): 10; 11; 12. Contact: Educational Testing Service; Advanced Placement Program; Princeton, NJ 08541.
El Paso Public Schools, TX. (1979). Oral Language Proficiency Measure. (ETS# TC013942) A measure of students' proficiency in Spanish and English that elicits speech in each language and compares it to the performance of bilingual and monolingual students. Can be used to determine language dominance, as a placement test for grouping in English or Spanish as a Second Language classes, Spanish for Spanish Speakers, transfer of reading skills, and language arts. May be used as a rough diagnostic measure since it elicits specific structures. Should be administered and scored by those with native proficiency in the languages tested. Number of Test Items: 32. Testing Time: 7 minutes. Grade Level(s): 4; 5; 6. Contact: El Paso Independent School District; Business Office, 6531 Boeing Drive, El Paso, TX 79925.
English Language Institute, Ann Arbor, MI. Michigan English Language Assessment Battery. (ETS# TC014118) Designed to measure the English language proficiency of adult non-native speakers who will use the language for academic purposes at the university level. The essay is judged on the clarity, fluency and accuracy of the English. The Listening Test is tape-recorded. An oral rating is optional. The Objective Test is 100-items in multiple choice format covering grammar, cloze reading, vocabulary and reading passages. Administered at testing centers arranged by the publisher after registration by the test taker. Subtests: Composition; Listening or Oral Rating; Objective Test. Testing Time: 150; approx minutes. Age Range: Adults. Contact: English Language Institute; Testing and Certification, University of Michigan, 3023 N. University Bldg., Ann Arbor, MI 48109-1057.
English Language Institute, Ann Arbor, Mich. (1968). Michigan Test of English Language Proficiency. (ETS# TC011625) Designed as part of battery to predict academic success of non-native speakers of English in an English language college or university. Michigan battery includes impromptu 30 minute written theme on assigned topic and a test of aural comprehension. Equivalent forms A,B,D,E,F,G, and H are available for Michigan Test of English Language Proficiency. Should not be used as a placement test. Subtests: Grammar; Vocabulary; Reading Comprehension. Number of Test Items: 100. Testing Time: 75; approx minutes. Grade Level(s): Higher Education. Contact: English Language Institute; 2001 North University Building, University of Michigan, Ann Arbor, MI 48109.
English Language Institute, University of Michigan, Ann Arbor. (1986). English Language Institute Listening Comprehension Test. (ETS# TC016294) The English Language Institute Listening Comprehension Test (LCT) is a 45-item, 15-minute tape-recorded listening test. It is used to estimate ability to understand basic English structures presented orally. It can be considered an aural grammar test. One of the component tests of the Michigan English Language Assessment Battery. The LCT is used to assess the English language proficiency of non-native speakers of English who would like to pursue academic work at colleges and universities where courses are taught in English. May also be given to secondary school students, although there are no norms for that population. Number of Test Items: 45. Testing Time: 15 minutes. Age Range: Adults. Contact: English Language Institute; Test Publications, University of Michigan, 2001 North University Building, Ann Arbor, MI 48109-1057.
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Findley-Charles-A. (1977). Dyadic Oral Tests. (ETS# TC009744) Groups of tasks to provide experience in purposeful communication for students of English as a second language in the form of requests, manipulative instructions, and descriptions. May be used as a test of proficiency. Grade Level(s): 1; 2; 3; 4; 5; 6. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 145 692; 41 pages).
Foreign Service InstituteWashington, DC. (1985-1990). Peace Corps Language Proficiency Interview. (ETS# TC014123) An interview technique used by the Peace Corps to determine language proficiency of volunteers. It consists of a 15-20 minute conversation between the student and a qualified interviewer. Measures spoken mastery and understanding of the spoken language of the host country. Content of the interview is not fixed, topics will vary. Interviewee is evaluated on: pronunciation and accent, grammatical accuracy, vocabulary, fluency and listening comprehension. Scored by assigning the interviewee to one of six proficiency categories (0-5). Testing Time: 20 minutes. Materials: 1. Description of the Peace Corps Language Proficiency Interview 2. Manual 3. Peace Corp French Training (7 audio tapes, 14 sides)(1985) 4. Peace Corp French Training (7 audio tapes, 14 sides)(1990) 5. Peace Corp English Training (7 audio tapes, 14 sides)(1985) 6. Peace Corp English Training (7 audio tapes, 14 sides)(1990) Age Range: Adults. Contact: Peace Corps; 806 Connecticut Ave. N.W., Washington, DC 20526.
Frederickson-Charles. (1975). Short Tests of Linguistic Skills: Pilot Version Spanish-English. (ETS# TC007896) Measure has been developed in English and ten other languages by teachers and language specialists. Tests in other languages are not translations from the English version. Parallel format is used throughout all the tests using the same linguistic areas, subtests, and parallel selection of items. Items are culturally specific and language specific. Tests are available in Arabic, Chinese, Greek, Italian, Japanese, Korean, Filipino, Polish and Vietnamese as well as Spanish. Uses a contrastive linguistic approach to determine language dominance and proficiency of children bilingual in English and Spanish. Listening, reading and writing subtests are administered in groups. Speaking subtest is individually administered and requires about 8 minutes. Subtests: Listening; Reading; Writing; Speaking. Number of Test Items: 80. Testing Time: 90; approx minutes. Grade Level(s): 3; 4; 5; 6; 7; 8. Contact: Educational Testing Service (ETS) Test Collection Library Rosedale and Carter Roads Princeton, NJ 08541 (609) 734-5689
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Gerard-Joan, & Weinstock-Gloria. (1981). Language Proficiency Test. (ETS# TC011116) Criterion referenced measure designed to assess language ability for students of English as a Second Language and native speakers with learning handicaps or low level skills. Measures aural/oral, reading, and writing skills. Utilizes multiple choice and short answer questions. Includes an optional translation section to assess vocabulary and syntactical complexity. Two subtests measuring low level function must be individually administered. Subtests: Commands; Short Answer Oral Production; Listening Comprehension; Vocabulary; Reading Comprehension; Grammar; Sentence Response; Paragraph Response; Translation. Number of Test Items: 99. Testing Time: 90 minutes. Age Range: AGE 13-17, Adults. Contact: Academic Therapy Publications; 20 Commercial Blvd., Novato, CA 94947.
Giuliano-Helen-Solana, & Others. Oral Language Ability Scale. (ETS# TC009947) Designed to measure English language proficiency of non-English speaking children and to provide diagnostic information. Used for instructional placement and grouping, as well as measuring rate of growth in oral English. Part I determines level of language proficiency by the complexity of structural patterns used and proper use of tense and vocabulary. Part II is administered only to students who are rated 3 or higher on Part I. Part II assesses ability to produce standard grammatical and phonological features. Number of Test Items: 33. Grade Level(s): 1; 2; 3; 4; 5; 6; 7; 8. Contact: Northeast Regional Curriculum Development Center; I.S. 184; Complex 419; 778 Forest Ave., Bronx, NY 10456.
Griffin, Patrick E., & Others (1988). ITESL Scale. (ETS# TC800304) Materials: 1. article reprint. See availability source. Contact: Language Testing;, 5, 1, 1-18, Jun 1988
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Hainsworth, Peter K., & Hainsworth, Marian L. (1994). Preschool Screening System (PSS), Revised Edition. (ETS# TC019199) The Preschool Screening System (PSS) is a screening test for identifying the special learning needs of preschool or kindergarten children. The test assesses body awareness, visual-perceptual motor skills, and language skills. Forty two Bilingual adaptations allow testing of each child in his or her own language. Reliability, validity data and norms are given. (JW) Materials: 1. Five subtest short screen 2. Child Record Form 3. Developmental Questionnaire 4. Child Record Form adapted for a Group Presentation 5. Child Record Form short form 6. Manual Contact: ERISyS, Box 1635, Pawtucket, RI 01862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Vietnamese Adaptation. (ETS# TC013385) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Vietnamese adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Spanish Adaptation. (ETS# TC013386) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Spanish adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Portuguese Adaptation. (ETS# TC013387) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Portuguese adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Italian Adaptation. (ETS# TC013388) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Italian adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Greek Adaptation. (ETS# TC013389) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Greek adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: French Adaptation. (ETS# TC013390) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a French adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Chinese Adaptation. (ETS# TC013391) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Chinese adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Cape Verdean Adaptation. (ETS# TC013392) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Cape Verdean adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Armenian Adaptation. (ETS# TC013393) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is an Armenian adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Cambodian Adaptation. (ETS# TC013394) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Cambodian adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Farsi Adaptation. (ETS# TC013395) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Farsi or Persian adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Japanese Adaptation. (ETS# TC013396) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Japanese adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Laotian Adaptation. (ETS# TC013397) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Laotian adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Samoan Adaptation. (ETS# TC013398) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Samoan Adaptation of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hainsworth-Peter-K, & Hainsworth-Marian-L. (1981). Preschool Screening System: Tagalog Adaptation. (ETS# TC013399) This foreign language adaptation of the Preschool Screening System is an individually administered screening test of learning efficiency. It is used as an initial screening device for identifying the special learning needs of preschool or kindergarten children. Primary use is to quickly survey learning skills of children entering nursery school or kindergarten so that curriculum can be adapted to their needs. Can also serve as part of a more detailed assessment of individual children. May be group administered by having a team of several adults meet with eight children at a time. Test assesses body awareness, visual-perceptual-motor skills, and language skills. Subtests may be combined to yield a short form or non-language form. Several subtests may also be compiled to yield imitation and learned skills scores. English language manual is necessary for administration. This instrument is a Tayalog adaptation of of the Preschool Screening System (TC 012 681). Subtests: Movement Patterns; Clapping; Body Directions; Finger Patterns; Copy Shapes; Visual Integration; Spatial Directions; Draw a Person; Serial Counting; Phrases; Sentences; Verbal Reasoning; General Information; Quantity Recognition; Read Shapes. Testing Time: 20; approx minutes. Age Range: AGE 2-6. Contact: Early Recognition Intervention Systems; Box 1635; Pawtucket, RI 02862.
Hammill-Donald-D, & Others. (1982). Prueba de Lectura y Lenguaje Escrito. (ETS# TC011865) Diagnostic test of written language proficiency. Used to identify students who have problems with written expression in comparison with their peers; to determine a student's strengths and weaknesses, to document student progress in a reading or writing program, and/or to conduct research in writing or reading. May be administered individually or to groups. Based on the Test of Reading Comprehension, 1978 (TC 010 394) and the Test of Written Language, 1978 (TC 010 392). However, Spanish version is not a translation. The subjects were specifically designed for Spanish-language version. Subtests: Vocabulario; Lectura de Parrafos; Vocabulario Escrito; Composicion; Ortografia; Estilo. Number of Test Items: 75. Testing Time: 120; approx minutes. Grade Level(s): 3; 4; 5; 6; 7; 8; 9; 10. Contact: PRO-ED; 8700 Shoal Creek Blvd., Austin, TX 78758.
Hammill-Donald-D, & Larsen-Stephen-C. (1988). Test of Written Language-2. (ETS# TC016246) This extensive revision still uses essay analysis and traditional test formats. New subtests have been substituted. It remains a norm-referenced measure of written language. Two parallel forms are available. In addition, to the above scores, two composite scores are derived. A contrived writing score focuses on the spelling and word usage aspects of the sample while a spontaneous score measures the ability to write meaningfully. An overall written language score is also calculated. Functions of the test are: identifying remediation needs of students, documenting student progress in writing programs, conducting research in writing. Proficiency in English language usage is required for the hand scoring process. Subtests: Vocabulary; Spelling; Style; Logical Sentences; Sentence Combining; Thematic Maturity; Contextual Vocabulary; Syntactic Maturity; Contextual Spelling; Contextual Style. Age Range: AGE 7-17. Grade Level(s): 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: Pro-Ed; 8700 Shoal Creek Boulevard, Austin, TX 78758.
Harris-David-P, & Palmer-Leslie-A. (1986). Comprehensive English Language Test. (ETS# TC014800) This test is designed to measure the English language proficiency of non-native speakers. It is used with students in high school, college or adult programs of English as a second or foreign language, at the intermediate and advanced levels. May be used for placement or measuring achievement. Covers the ability to: comprehend short statements, questions and dialogues spoken by native speakers; manipulate grammatical structures in spoken English; understand lexical items in advanced English reading. Subtests: Listening; Structure; Vocabulary. Testing Time: 135 minutes. Grade Level(s): 9; 10; 11; 12; Higher Education. Contact: Delta Systems; 570 Rock Road Drive, Unit H, Dundee, IL 60118.
Henchman-Jennifer, & Hendry-Elsa. (1963). English Progress Test F2. (ETS# TC810224) Part of a series of tests designed to provide a continuous assessment of skill in English for children eight to fourteen years of age. Items are of creative response type and assess areas of grammatical usage, written expression, vocabulary, comprehension, and punctuation. Number of Test Items: 60. Testing Time: 40; approx minutes. Age Range: AGE 12-13. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.
Henchman-Jennifer. (1967). English Progress Test D2. (ETS# TC810206) Part of a series of tests designed to provide a continuous assessment of skill in English for children eight to fourteen years of age. Skills assessed include spelling, punctuation, vocabulary, and reading comprehension. Several questions involve construction of acceptable sentences using given words and phrases. Designed for children ages 10.5 to 12. Number of Test Items: 75. Testing Time: 45; approx minutes. Age Range: AGE 10-12. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.
Herbert-Charles-H. (1979). Basic Inventory of Natural Language. (ETS# TC008359) A criterion-referenced language assessment system designed to measure language dominance, fluency, complexity of language, and language development or growth. Forms A and B are kits designed for grades K-6. Forms C and D are kits designed for grades 7-12. Computer scoring and analysis are available. Tests may be scored in 32 different languages. May be administered to groups or individuals. Found to be particularly useful in bilingual, English as a second language, and language development programs. Also used in speech and language remediation programs by therapists and language specialists. Grade Level(s): K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12. Contact: CHECpoint Systems, Inc.; 1520 N. Waterman Avenue, San Bernardino, CA 92404.
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Ilyin-Donna. (1981). Mini-Check System. (ETS# TC012735) A method of testing and scoring tests in classes of English as a second language. Booklets of questions are provided in the areas of: listening for structural cues, grammatical form and communicative function and other miscellaneous areas. Questions are read to the students. Answers are marked on answer sheets and scored immediately via sets of precut answer keys. For use with intermediate through advanced students including adults. Age Range: AGE 12-17, Adults. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
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Joint Matriculation Board, Universities of Manchester, Liverpool, Leeds, Sheffield, and Birmingham, England Test in English (Overseas). (ETS# TC810734) Materials: 1. test syllabus 2. review of test Contact: Joint Matriculation Board, Manchester M15 6EU, England
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Land-Valerie-C. (1972). English Progress Test B2. (ETS# TC810204) Part of a series of tests designed to provide a continuous assessment of skill in English for children eight to fourteen years of age. Areas assessed include ability to provide rhymes and opposites, change nouns into plural and verbs into past tense, to spell and punctuate, to write sentences, to read passages and comprehend. Number of Test Items: 45. Testing Time: 40; approx minutes. Age Range: AGE 8-10. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.
Land-Valerie-C. (1972). English Progress Test C2. (ETS# TC810205) Part of a series of tests designed to provide a continuous assessment of skill in English for children eight to fourteen years of age. Areas assessed include spelling, punctuation, vocabulary, reading comprehension, and composition of sentences. Designed for students from ages 9.5 to 11. Number of Test Items: 54. Testing Time: 45; approx minutes. Age Range: AGE 9-11. Contact: NFER-Nelson Publishing Company, Ltd.; Darville House, 2 Oxford Road East, Windsor SL4 1DF, Berkshire, England.
Liskin-Gasparro-Judith. (1982). Testing and Teaching for Oral Proficiency: ETS Familiarization Kits. (ETS# TC016459) The oral proficiency interview is designed for use by language teachers to measure real-life language ability. It predicts how students would function in real-life situations such as travel or foreign study. These face-to-face conversational interviews are available in French, German, Spanish, and English as a Second Language. The speech sample elicited is compared to a series of descriptions of oral proficiency and a rating from Novice to Superior is assigned. The four ratings correspond to the scale developed by the American Council on the Teaching of Foreign Languages (ACTFL) and Educational Testing Service. Testing Time: 25 minutes. Age Range: Adults. Grade Level(s): 9; 10; 11; 12; Higher Education. Contact: Heinle and Heinle Publishers; 20 Park Plaza, Boston, MA 02116.
Luft-Max, & Others. (1969). Test of Oral English Production. (ETS# TC009926) Designed to elicit spontaneous responses in order to assess child's oral language proficiency. Responses are tape recorded for later scoring. Parital scores may be obtained for Vocabulary and Pronunciation, and Use of English Grammatical Structures. Number of Test Items: 83. Testing Time: 15; approx minutes. Grade Level(s): K; 1; 2; 3. Contact: EDRS; 7420 Fullerton Road, Suite 110; Springfield, VA 22153-2852 (ED 042 793; microfiche only).
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Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: Basic Concept Test. (ETS# TC012738) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Identification of Color; Identification of Shapes; Counting; Number Identification; Alphabet; Letter Identification; Identification of Relationships. Number of Test Items: 46. Testing Time: 15 minutes. Grade Level(s): K; 1. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: K-1. (ETS# TC012739) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Asking Questions; Connected Discourse; Comprehension of Commands; Situational Comprehension; Minimal Pairs; Identification of Consonants and Vowels. Number of Test Items: 43. Testing Time: 25 minutes. Grade Level(s): K; 1. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 2-3. (ETS# TC012740) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Answering Questions; Connected Discourse; Identification of Consonants and Vowels; Definition of Nouns; Identifying Words; Counting Words; Answering Questions; Comprehending Statements; Alphabetizing; Recognizing Vowels and Consonants; Recognizing Long and Short Vowels; Using Word Families; Singular and Plural Forms; Recognizing Silent Letters; Reading Outcomes. Number of Test Items: 111. Testing Time: 79 minutes. Grade Level(s): 2; 3. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 4-5. (ETS# TC012741) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Asking Questions; Connected Discourse; Vocabulary Knowledge; Positional Auditory Discrimination; Answering Questions; Comprehending Statements; Comprehending Dialogues; Recognizing Homonyms; Recognizing Antonyms; Recognizing Abbreviations; Reading Outcomes; Grammatical Structure; Paragraph Construction. Number of Test Items: 126. Testing Time: 119 minutes. Grade Level(s): 4; 5. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 6-8. (ETS# TC012742) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowledge, reading comprehension, writing ability. In the battery, item difficulty increases gradually. All components are color-coded so that students can be given subtests from different levels. Many of the subtests must be individually administered; others may be group administered. The battery has both norm-referenced and criterion-referenced applications. Target language of MAC is standard American English. Subtests: Answering Questions (Oral Expression); Asking Questions (Oral Expression); Connected Discourse; Answering Questions (Listening Comprehension); Comprehending Statements; Comprehending Dialogues; Vocabulary; Reading Outcomes; Grammatical Structure; Paragraph Construction. Number of Test Items: 112. Testing Time: 108 minutes. Grade Level(s): 6; 7; 8. Contact: The Alemany Press; c/o Prentice-Hall, Inc., 200 Old Tappen Road, Old Tappen, NJ 07675.
Maculaitis-Jean-DArcy. (1982). Maculaitis Assessment Program: 9-12. (ETS# TC012743) A multi-purpose test for non-native speakers of English in kindergarten - grade 12. The MAC battery can be used to provide an indication of a student's global as well as specific language proficiency; provide an indication of student's academic achievement in English (i.e., student's second language); provide specific diagnostic information; determine if non-native student will be chosen for selection into the ESL/BE program provided by a school district; and assist in establishing exit criteria from the program. MAC focuses on the functional meaning of language and emphasizes the vocabulary and structures needed by the learner to respond appropriately in specific situations. Skills tested by the battery include oral expression, listening comprehension, vocabulary knowled
