One of the item types in the Listening Comprehension Section of the TOEFL® test is the Dialogue. Because the Dialogue item pool needs to have an appropriate balance of items at a range of difficulty levels, test developers have examined items at various difficulty levels in an attempt to identify their features. In this study, the authors created a classification system for certain item features, classified a sample of the current Dialogue item pool, and conducted data analyses in an attempt to characterize the features of easy and difficult Dialogue items. The/results of the analyses indicate that, of the features studied, five were significant: the presence of infrequent oral vocabulary, the sentence pattern of the utterances in the stimulus, the presence of negatives in the stimulus, the necessity of making an inference to answer the item, and the roles of the speakers in the stimulus.i The Test of English as a Foreign Language (TOEFL®) was developed in 1963 by the National Council on the Testing of English as a Foreign Language. The Council was formed through the cooperative effort of more than 30 public and private organizations concerned with testing the English proficiency of nonnative speakers of the language applying for admission to institutions in the United States. In 1965, Educational Testing Service (ETS)and the C611ege Board assumed joint responsibility for the program. In 1973, a cooperati ve arrangement for the operation of the program was entered into by ETS, the College Board, and the Graduate Record Examinations (GRE®) Board. The membership of the College Board is composed of schools, colleges, school systems, and educational associations; GRE Board members are associated with graduate education.ETS administers the TOEFL program under the general direction of a Policy Council that was established by, and is affiliated with, the sponsoring organizations. Members of the Policy Council represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, junior and community colleges, nonprofit educational exchange agencies, and agencies of the United States government.A continuing program of research related to the TOEFL test is carried out under the direction ofthe TOEFL Research Committee. Its six members include representatives of the Policy Council, the TOEFL Committee of Examiners, and distinguished English as a second language specialists from the academic community. The Committee meets twice yearly to review and approve proposals for testrelated research and to set guidelines for the entire scope of the TOEFL research program. Members of the Research Committee serve three-year terms at the invitation of the Policy Council; the chair of the committee serves on the Policy Council.Because the studies are specific to the test and the testing program, most of the actual research is conducted by ETS staff rather than by outside researchers. Many projects require the cooperation of other institutions, however, particularly those with programs in...

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Type I error rates (τ) of four multivariate tests - Pillai-Bartlett trace, Johansen's test, James' first order test and James' second order test - were compared for heterogeneous covariance matrices. A total of 360 simulated experiments were conducted. Johansen's test and James' second order test performed better than the other two tests. The τ of Johansen's test should be very close to a when the ratio of total sample size to number of variables (N/p) is large, and the smaller samples are associated with covariance matrices with smaller elements. James' second order test outperformed the other tests under extreme conditions; that is, when Nip is small, the heterogeneity of covariance matrices is large, the sample size ratio is large, or the smaller samples are associated with covariance matrices with larger elements.

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