Current uses of standardized English tests are adversely affecting students, misleading lay people, and having a pernicious effect on the English profession. These tests are severely limited, incapable of assessing speaking skill and effectiveness, reading interests, appreciation of literature, listening skill, understanding and appreciation of nonprint media, or the development of values through literature. The public needs to be made aware of these truths: standardized norm-referenced tests may have little or nothing to do with the content and quality of the English language arts program in a particular school; testing and evaluation or assessment are not synonymous; ability to read and commitment to reading are not the same; eighth grade reading ability is a construct, not a reality; the teaching of reading, writing, speaking, and listening is a responsibility to be shared by all teachers and by parents; tests which are not diagnostic are educational dead ends; schools and teachers are not responsibile for social conditions that militate against learning; and high performance on a test is no guarantee of recititude. Tests too often divert us from asking the truly significant questions. (JM)