While language testing specialists agree on the importance of their field and that the intelligent application of language testing approaches, techniques, and methods to the classroom can improve the overall quality of language learning and teaching, that opinion may not be shared by teachers. Few teachers have training in language testing, and while there is appropriate literature available to teachers, they must use it to gain from it. The trend toward accountability and the growing tendency to doubt the teacher's word argue in favor of better testing. Four areas of testing deserve increased emphasis in teacher training: the concepts of reliability and validity; the overall educational and social context; language learning research; and ethics, accountability, and fairness. While reliability and validity have a reputation for being esoteric, an understanding among teachers of these concepts and of their interrelationship clarifies the importance of testing and can do more than anything else for its improvement. Awareness and understanding of each of the four areas are highly useful in the classroom, and the quality of testing stands to gain as much from the teaching of testing as from more testing. (MSE)