The role of testing has received a great deal of criticism over the years. Some steps have been taken to develop more universal items into the test. One innovation was the introduction of the multiple choice exam. Yet even with this type of aptitude test, the majority of questions and plausible answers have become quite involved and intense. All this requires a great deal of concentration for the reader to comprehend the question as well as the four to five plausible answers all within a certain amount of time. The persons who risk the most in these situations are those to whom the language of the test is a secondary one. By citing some of the research findings that were carried out by members of NCME, the author tries to achieve an analytical and interpretative reply to these findings. The author also makes some proposals which might remedy the errors of the testing instrument especially within the area of international studies. (DEP)