THE AUTHOR DISCUSSES THE CONCEPTS OF INSTRUCTIONAL TECHNOLOGY AS THEY APPLY TO THE PROBLEM OF TEACHING ENGLISH AS A FOREIGN LANGUAGE. INSTRUCTIONAL TECHNOLOGY, AN OUTGROWTH OF PROGRAMMED INSTRUCTION, HAS GROWN TO HAVE A FAR GREATER BREADTH OF APPLICATION AND MAY REPRESENT AN EVEN MORE FUNDAMENTAL CHANGE OF INSTRUCTIONAL PHILOSOPHY THAN PROGRAMMING. ITS MOST IMPORTANT RAMIFICATIONS HAVE LITTLE TO DO WITH INSTRUCTIONAL MEDIA OR METHODS, BUT MORE WITH DETERMINATION OF COURSE OBJECTIVES AND WITH EVALUATION OF WHETHER THE STUDENTS HAVE ACHIEVED THOSE OBJECTIVES. AN OUTSTANDING FEATURE OF THE PROCEDURE SUGGESTED HERE IS THAT THE INSTRUCTIONAL TECHNOLOGIST STARTS BUILDING HIS CURRICULUM BY PREPARING THE FINAL EXAMINATION, AND THEN BUILDS A COURSE THAT TEACHES THE STUDENT TO PASS THE EXAMINATION. THE TEST DOES NOT MERELY SAMPLE PARTS OF THE COURSE, BUT COVERS EVERYTHING THE STUDENT MUST LEARN TO DO, AND EVERY STUDENT IS EXPECT TO GET EVERY ITEM RIGHT. THE AUTHOR CONTRASTS THE "CRITERION TEST" WITH THE TRADITIONAL KIND OF NORM-REFERENCED TESTS AND DESCRIBES ITS APPLICATION AT THE DEFENSE LANGUAGE INSTITUTE'S ENGLISH LANGUAGE SCHOOL. THIS ARTICLE APPEARS IN "TESOL QUARTERLY," VOLUME 2, NUMBER 1, MARCH 1968, PUBLISHED BY TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES, AT THE INSTITUTE OF LANGUAGES AND LINGUISTICS, GEORGETOWN UNIVERSITY, WASHINGTON, D.C. 20007. (AMM)