Although self-assessment has been prevalent for a number of years in such fields as psychology, sociology, business, and so on, its use in second language teaching/learning has remained rather rare. Whether this situation stems from skepticism about students' capacity to provide meaningful information about their ability to use the language or from an inappropriate use of self-assessment is difficult to assess. This article reports a sequence of experiments leading to the use of self-assessment as a placement test. These experiments dealt with such questions as, Do students have the ability to meaningfully evaluate their own performance? Does the type of instrument used effect that ability? Can students be satisfactorily placed by selfassessment results alone? The conclusion is that at least under the conditions described, self-assessment must be considered a very valuable tool as a placement instrument.

The purpose of this qualitative study is to pave the way for the establishment of healthy interpersonal relations by facilitating an understanding of the impacts of Lions Quest Skills for Adolescence as perceived by adolescents and teachers who took part in it. Lions Quest has become recognized as an evidence-based program for preventing alcohol and drug use through the development of social skills and the promotion of meaningful engagement in the school community (Lions Clubs International, Overview of Skills for Adolescence 2013). Semi-structured interviews were conducted with 7th and 8th grade Francophone and Anglophone adolescents from three schools in Eastern Ontario who had participated in Lions Quest. Deductive and inductive analysis of interview transcripts clearly underscored that the positive perceptions of those early adolescents on the quality of their relationships with friends outweigh the negative impression that can be created by peer pressures at this age. It is through such a filter that these adolescents came to appreciate the impact of Lions Quest. Their need to be part of a circle of friends also comes to the fore as a crucial component of a sense of school belonging (Faircloth and Hamm (2005) J Youth Adolesc 34:293–309), highlighting the need to incorporate more of this form of positive social norm into interventions and prevention geared toward early adolescents. The data also underline the complementary importance attributed to having positive relationships with supportive adults.

This note presents tables for Friedman's test for two-way analysis of variance by ranks. These tables are more accurate than those that are presented in the literature. After intensive simulations, we have found for particular critical values some discrepancies with tables published earlier. The tables are also more extensive than those previously available. RESUMECet article prksente des tables du test des rangs de Friedman pour I'analyse de variance 1 deux facteurs. Ces tables sont plus prkcises que celles prksentkes dans la littkrature. A I'aide d'un grand nombre de simulations, nous avons remarquk pour certaines valeurs critiques quelques contradictions avec les tables publikes par d'autres auteurs. Les tables prbsentkes dans cet article sont Cgalement plus exhaustives que celles disponibles actuellement. S = C(Rj -R)*

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