This study examines two kinds of French language tests originating from the Threshold-Level (T-Level) or Niveau-Seuil theory of language learning in the context of several linguistic and testing concepts: discrete-point testing with regard to notions and functions from T-Level theory, communicative context, and assessment of listening comprehension. The first test type is objective-based or criterion-referenced, having a formative purpose and intended for the first years of the language learning period. The learning objectives on which these tests are based are determined from general notions as described in T-Level theory, with the discrete-point approach being predominant, while the communicative aspect is limited. The second test type is proficiency-oriented with a summative function to be used at the end of the first language learning period of about 4 years. These tests cover parts of both the specific notions and language functions of the T-Level. The communicative aspect is more evident here, and although the tests themselves deal with discrete points of linguistic competence, they are embedded in more holistic comprehension procedures. Some scores resulting from the tests' use are included. (MSE)