This study constructed, developed and validated an English Performance test designed to provide a valid criterion-based measurement within the placement programs in Indonesian universities. The steps in developing a performance test involved conducting needs analysis, establishing attributes of good performance test, and constructing test specification based on current language testing theory. The test was validated in several ways: (1) face validation, (2) content validation, (3) concurrent validation, and (4) construct validation. The reliability of the test was established using the internal consistency index, and the practicality of the test was established by distribution of scores of the pilot tests. In general, the proposed performance test is found valid, reliable and practical. Abstrak: Studi ini mengkonstruksi, mengembangkan, dan memvalidasi sebuah tes kemampuan bahasa Inggris yang didesain untuk memberikan pengukuran berbasis kriteria yang valid pada program penempatan yang ada di universitas-universitas di Indonesia. Langkah-langkah pengembangan tes kemampuan bahasa Inggris tersebut melibatkan analisis kebutuhan, penetapan atribut-atribut sebuah tes kemampuan bahasa Inggris yang bagus, mengkonstruksi spesifikasi tes berdasarkan teori pengetesan bahasa terkini. Tes tersebut divalidasi dengan beberapa cara: (1) validasi awal, (2) validasi isi, (3) validasi persamaan, dan (4) validasi konstruk. Reliabilitas tes ditetapkan dengan menggunakan indeks konsistensi internal, dan kepraktisan tes ditetapkan dengan distribusi skor dan tes pendahuluan. Secara umum, tes kemampuan bahasa Inggris yang diusulkan dianggap valid, berterima, dan praktis. Hasil dari studi ini adalah sebuah tes kemampuan bahasa Inggris bagi mahasiswa baru yang valid. Tes tersebut dinamakan: ACADEMIC ENGLISH PERFORMANCE TEST atau ACCEPT.

This quantitative research aims to analyse the discrete and simultaneous effect of components of school climate toward the organisational commitment of middle school teachers at North Minahasa regency, Indonesia. Data are taken from a survey to 216 teachers from 15 middle schools and analysed using regression. Findings include 1. Discrete and simultaneous effects of school climate and its components (principal directive, supportive, and restrictive behaviour, as well as teacher collegial, intimacy, and disengaged behaviour) toward organisational commitment. 2. Simultaneous effects of principal-related and teacher related components of school climate toward organisational commitment. 3. Simultaneous effects of principal-related and teacher-related components of school climate toward the components of organisational commitment (affective, continuance, and normative commitments). 4. Discrete effects of each of components of school climate toward the components of organisational commitment. The study concludes that principal supportive behaviour and teacher collegial behaviour are the two most essential components of school climate, which yield greater effect on organisational commitment and its components.