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EACH YEAR some 8000 high school students take the College Board's Advanced Placement Examination in French Language. The examination is intended to measure a student's proficiency in listening, reading, writing, and speaking at the third year college level. Students earn grades from 5 (extremely well-qualified) to 1 (no recommendation) which they present to colleges across the United States and are then awarded credit or placement in French according to the Advanced Placement (AP) policies of the various institutions.1 But how closely do the AP grades of 5, 4, and 3 correspond to the A's, B's and C's that students earn in their third-year college courses? How does the language proficiency of AP candidates compare with that of a college's own students who have spent six college semesters studying French? In an effort to answer these questions and to validate and refine the grading standards used on the AP French examination, we asked college teachers of sixth-semester French classes to administer the entire 1987 AP French examination to their students, to score the examinations themselves, and then to send them to Educational Testing Service where they would be scored again along with the actual examinations of the AP candidates. This article describes the method and results of this experiment.
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