Principles of test selection in English as a second language (ESL) are introduced to teachers of Indochinese refugees. No previous knowledge of ESL testing on the part of the teacher is assumed. A discussion of the characteristics of a good ESL test emphasizes the appropriateness of the test for non-native speakers, validity, reliability, and practicality. Specific types of tests are described, including: (1) discrete-point tests, exemplified by the Structure Tests-English Language (STEL) and Comprehensive English Language Test (CELT); (2) oral proficiency tests, such as the John Test and the Ilyin Oral Interview; and (3) Cloze tests as measures of readability and language ability. A guide to developing a strategy for language testing explains procedures for placement, progress, and final achievement assessment. Finally, a guide to classroom testing outlines actual procedures for administering listening, reading, speaking, and writing tests. A checklist of principles that should be observed in classroom testing is included. A bibliography of tests and teacher resources is appended. (JB)