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The elicited imitation task (EIT), in which language learners listen to a series of spoken sentences and repeat each one verbatim, is a commonly used measure of language proficiency in second language acquisition research. The "TOEFL® Essentials"™ test includes an EIT as a holistic measure of speaking proficiency, referred to as the "Listen and Repeat" task type. In this report, we describe the design considerations that informed the development of the EIT for TOEFL Essentials. We also report the results of a series of investigations conducted during the prototyping and pilot phases of test development, which were undertaken with the goal of confirming task design specifications, evaluating scoring performance, and obtaining initial validity evidence to support score interpretation and use of the EIT in the TOEFL Essentials test. We found that task design variables generally performed as expected. The length of input sentence was strongly associated with performance (Pearson r = 0.88), consistent with the construct measured by the EIT, while other task variables not directly related to the EIT construct did not impact performance (e.g., graphics, speaker accent, and response time). Scorers drawn from TOEFL iBT test raters were able to score responses consistently with over 98% exact or adjacent interrater agreement on a 6-point scale, and scores on the pilot version of the EIT were highly reliable (Cronbach's [alpha] = 0.93 on the 15-item pilot version). Correlations between EIT scores and other measures were generally as expected: Correlations with other speaking tasks were high (0.78-0.84) and slightly to somewhat lower for other language measures (0.73 for writing, 0.68 for listening, and 0.57 for reading). Correlation with an independent measure of holistic language proficiency (C-test) was moderately high (0.69), as expected. We discuss the study findings in terms of the TOEFL Essentials test validity argument and point out limitations to the current results along with future research needs. Overall, we believe that the findings provide initial support to warrant the use of the EIT as operationalized in the TOEFL Essentials test.

The author discusses issues relating to language teacher training, licensure, and assessment in the U.S., particularly commenting on the evaluation of foreign language teacher proficiency. He addresses the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, as well as notes challenges to determining language proficiency. Other topics explored include the differences between accreditation and licensure assessment, variations between individual states' standards for education, and potential conflicts of interest relating to ACTFL test taking and administration.

An essay is presented that explores the capability of the U.S. to prevent genocide and crimes against humanity in the remote regions of the world. The author presents a question for Secretary of State Hillary Clinton if she will managed to end the widespread killings in the Democratic Republic of Congo, Somalia, and Chechnya. He reflects on the leadership of President Barack Obama in facing the trend of massive killings and genocide on the said countries.

The article focuses on assessing student learning outcomes in college foreign language programs. It is said that college educators in the U.S., especially language educators are facing a crisis which will affect foreign language learning. Student learning outcomes serve as the basis for curriculum development, instructional practice, learner advancement and achievement, and program evaluation and improvement. It is suggested that rather than avoiding the student learning outcomes assessment movement, student learning outcomes should be considered an opportunity to make fundamentally needed changes. The knowledge gap surrounding assessment within the college foreign language profession should be addressed. Developing consistency in the terminology used should be observed.

This article describes the effective use of action planning during a period of changing leadership in the Food and Drug Administration (FDA). It describes how an action planning process ameliorated the organizational adjustments that can be expected during a major transition in the organization. The article reviews the previously observed organizational responses to change and describes the organizational setting in FDA at the time the action planning effort was undertaken. It then reviews the criteria used to design the agency's action planning process, describes the implementation and some problems encountered, and reviews lessons learned and unexpected benefits of action planning. Action planning contributed to an effective leadership transition by focusing the agency's attention on productive activities, by involving a significant portion of the agency's managers and staff in a highly visible and high priority activity, by increasing the effectiveness of communication between management and staff, and by orienting the new leadership to the agency's operations and responsibilities. The authors caution that the process must be in harmony with the organization's culture and previous experience in planning. [ABSTRACT FROM AUTHOR]