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Practitioners are not adequately prepared to handle concerns related to the acceptability of the online survey medium from the worker's viewpoint because the literature has only begun to address this issue. This study assessed reactions to Web‐based questionnaires while moving an organization's climate survey online. Initial questions, posed via a paper‐and‐pencil instrument, gathered opinions concerning online surveys (n= 437). A Web‐based climate survey was then created and piloted (n = 98). Afterwards, die finalized instrument was administered (n= 403), and a follow‐up questionnaire was disseminated (n= 175) to further gauge workers' reactions. Despite some initial anonymity concerns, most personnel were amenable to online surveying, and the Web‐based medium did not appear to discourage participation from any subgroup (based on gender, race, military versus civilian classification, and workgroup size comparisons). This article, which is intended for practitioners considering the transition to Web‐based surveys as well as those interested in evaluating and improving current Web‐based survey processes, outlines issues regarding online survey implementation, offers a tool for evaluating survey software, and concludes with lessons learned and avenues for future research/practice.

The renewed national focus on teacher quality and effectiveness has resulted in more rigorous standards that describe the knowledge and skills required of teacher candidates across all disciplines. In the area of foreign languages, three sets of professional standards address the oral proficiency of teachers in the target languages they teach across the career continuum. For teacher candidates, the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers (2002) establish minimum oral proficiency levels based on the ACTFL Proficiency Guidelines-Speaking (2012). Utilizing ACTFL Oral Proficiency Interview (OPI) data, this study examines to what extent candidates are attaining the ACTFL/NCATE Oral Proficiency Standard of Advanced Low in most languages or Intermediate High in Arabic, Chinese, Japanese, and Korean. Findings indicate that 54.8% of candidates attained the required standard between 2006 and 2012 and that significant differences emerged for language, year tested, and university program results. Further research that takes into account additional contextual information about candidates and programs will inform continuing professional dialogue about the oral proficiency of teacher candidates entering the profession.

Empirical evidence supporting frame-of-reference (FOR) training as an effective intervention for calibrating raters is convincing. Yet very little is known about who does better or worse in FOR training. We conducted a field study of how motivational factors influence affective, cognitive, and behavioral learning outcomes, as well as near transfer indexed by achieving professional certification. Relying on goal orientation theory, we hypothesized effects for 3 goal orientations: learning, prove performance, and avoid performance. Results were generally supportive across learning outcomes and transfer. Findings further supported a hypothesized interaction between learning self-efficacy and avoid performance goal orientation, such that higher levels of learning self-efficacy mitigated the negative effects of higher performance avoid tendencies.