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This document consists of two reports. The first report discusses the purpose in developing the Illinois Course Evaluation Questionnaire (CEQ), which was to devise an instrument that could elicit student opinions about a standardized set of statements relative to certain standardized aspects of an instructional program, and to develop norms which would enable the instructor to adequately compare his results with the results of other instructors. It also reviews the method of the questionnaire development: the criteria applied, the experience of other universities, and the item selection. The questionnaire's subscore development, its reliability and the scoring procedure are explained in the appendix, where the development of the normative data, the system for reporting and developing the questionnaire results, and report of some studies which have used the CEQ are also discussed. The second report expands on the development aspects of the questionnaire. (AF)

A compilation of recommendations affecting the requirements at the University of Illinois includes chapters on foreign language study relating to degree requirements, program objectives, cultural objectives, motivation and interest, methods, and individual differences. A full description of the requirement by the college, a questionnaire used by the committee, and a bibliography complete the report. (DS)

This bibliography was undertaken to facilitate and encourage further research in international education. Sources of the data include library reference works, University Microfilms containing PhD dissertations, US government agencies, foundations and universities. Entries include publications on the International Exchange of Students, Teachers and Specialists and cover: selection, admissions, orientation, scholarships, grants, foreign student advisors, attitudes, and adjustment, hospitality of host country, community relations, academic achievement, returnees, follow-up evaluations, brain drain, professional educators, specialists, US nationals abroad, foreign students and visitors in the US, personnel and program interchanges, immigration policies, international activities of US universities. Entries on Educational Curriculum cover: English as a second language, linguistics and other languages, courses of study. The last 3 sectional entries are: General Works on International Educational and Cultural Exchange; Cross-Cultural and Psychological Studies Relevant to Educational Exchange; and Bibliographies. (JS)

An experiment, using College Board Achievement Tests in German Reading and Listening Comprehension, to compare the effectiveness of earphones and loudspeakers in language test presentation is described. Related opinions, implications, and conclusions on the effectiveness of communication media in language teaching and testing are offered. (AF)

In this paper, an editorial comment on the field of instructional technology as a whole is made, followed by a brief discussion of research findings about instructional technology and assumptions underlying the use of instructional technology. The role of measurement and evaluation in the field are examined, and implications and recommendations for the future of educational technology conclude the paper. (SP)

This bibliography was organized for the pruposes of (1) enhancing the capability of interested scholars to pursue research in the foreign student field; (2) indicating to foreign student researchers the wealth of data and information available from areas of psychology, sociology, and anthropology; (3) emphasizing the need for more longitudinal and large scale research effects across institutions and national boundaries; (4) informing those who are interested in what has been accomplished in order to bring closer the congruence between research and practice; and (5) enabling those who pursue research to lead into new areas of investigation, and not to report what already has been done. The bibliography is divided into four major headings and 17 subheadings and has about 4000 entries. Major headings are (1) International Exchange, (2) Educational Curriculum, (3) World Cooperation in Education, and (4) Survey Reports, Conferences, and Evaluations. Descriptions of all the bibliographical divisions precede the bibliography. Some bibliographic entries are cross- referenced when the content applies to more than one bibliographical division. An author index follows the bibliography. (WD)