The principal aim of testing is to communicate to the student the extent to which he has progressed in attempting to fulfill his goals. Progress in the testing field is observed especially as a step in a feedback loop that includes goals, tasks, and evaluation procedures for providing feedback to the student. The teacher-as-learner also uses test feedback in program planning. The criterion-referenced test is essential if the "mastery model" is used. A need exists for computerized banks of foreign language test items that are easily used for individualized programs, and research and local study are needed to determine the minimum objectives for foreign language courses. When only criterion-referenced tests on discrete language are used, there is a danger that affective goals will be glossed over. If contracts are used, there should be some flexibility to allow for specialized student interests. Both discrete item tests and tests of global language proficiency are needed. There is also a need for tests of communicative competence to ensure goal-test congruence. Research is continuing on ways to test "way-of-life" culture; behavior can and must be tested as well as knowledge. New reporting systems to parents are needed for innovative programs. Constant evaluation of the attitudes of foreign language students and students who are not studying languages are needed so that the programs reflect the goals and needs of students. Continued research into ways of assessing student and community attitudes toward foreign language study and foreign people and cultures is essential. (SW)