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This article reports on a study conducted as part of a larger investigation of the predictive validity of the Test de Francais Laval-Montreal (TFLM), a high-stakes French language test used for admission and placement purposes for Teacher- Training Programs (TTPs) in major francophone universities in Canada (Schmitt, 2015). The objective of this study is to examine the validity of TFLM tasks for measuring language abilities required by tasks common to the Target Language Use (TLU; Bachman & Palmer, 2010) domains in which preservice teachers are expected to function. Adopting Messick’s conception of construct validity (1989) and Bachman & Palmer’s Framework of Task Characteristics (2010), the study features a comprehensive task analysis detailing the characteristics of TFLM tasks in contrast to those of three major TLU academic and instructional contexts linked to the test. The results of the study are discussed in terms of the standards of validity (Messick, 1996) and qualities of usefulness (Bachman & Palmer, 1996). Findings suggest that TFLM tasks and constructs do not represent those of the TLU contexts and do not address the language needs of preservice teachers as identified by the Ministere de l’Education, du Loisir et du Sport (MELS). The implications for the consequential aspect of TFLM validity and the potential nega- tive consequences of TFLM use as an admission test are discussed.  Cet article presente une partie d’une etude plus complete sur la validite predictive du Test de Francais Laval-Montreal (TFLM), test de langue francaise a enjeux critiques utilise comme test d’admission et de placement dans les programmes de formation initiale en enseignement d’importantes universites francophones au Canada (Schmitt, 2015). Le but de ce e etude est d’analyser la validite des taches du TFLM a des fins d’evaluation des competences linguistiques exigees dans les taches communes aux domaines d’utilisation de la langue cible dans lesquels les enseignants en formation doivent fonctionner (Target Language Use (TLU); Bachman & Palmer, 2010). Basee sur la conception de la validite conceptuelle de Messick (1989) et le cadre d’analyse des caracteristiques des taches de Bachman & Palmer (2010), l’etude compare de maniere detaillee les taches du TFLM a celles de trois contextes academiques et pedagogiques d’emploi de la langue cible. Les resultats de cette analyse sont evalues en termes de validite (Messick, 1996) et des qualites des tests (Bachman & Palmer, 1996). Les resultats indiquent que les taches du TFLM et les construits qu’il est sense evaluer ne correspondent pas a ceux des contextes d’emploi de la langue cible et ne repondent pas aux besoins des ensei- gnants en formation tels qu’identi es par le Ministere de l’Education, du Loisir et du Sport (MELS). La validite du TFLM, les consequences ainsi que les aspects potentiellement negatifs de son utilisation comme test d’admission sont discutes.

Test de Français Laval-Montreal: Does It Measure What It Should Measure?