The basic distinction between achievement and proficiency tests is to be found in the dif

ferent purposes for which the two kinds of【M1】______ test are put. Achievement tests are designing to measure the effects【M2】______ of a specific program of instruction or training. The aim of proficiency tests, on the other hand, is to determine whether their language ability corresponds to specific requirements. Examples of such requirements might be: sufficient ability of French to act as a guide to【M3】______ French tourists in Turkey, or enough English to study at an American university. Decisions as to whether that a candidate meets those【M4】______ requirements would be made without reference to the language courses he or she may have taken. The distinction between achievement tests and proficiency tests is a generally useful one. It makes us aware, among other things, that apparently successful performance on a course, which measured by【M5】______ an achievement test based directly on that course, does not necessarily imply the acquisition of a certain proficiency, even when the course is tended to develop that proficiency: the course itself may be【M6】______ deficient. Someone who shows high achievement of a badly【M7】______ designed course of French for Guides may still have sufficient【M8】______ French to perform. successfully as a guide. While I accept the general distinction between achievement tests and proficiency tests, mere is one respect in which I agree【M9】______ with most of the language testing literature and with usual testing practice. My disagreement concerns the way in which the content of the two kinds of tests be determined.【M10】______

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