This special report on the assessment of French immersion students in Alberta focuses on critical issues and methodological problems with testing methods. After an introduction, the second section gives an overview of these issues and problems. Issues discussed include the following: whether students instructed in French immersion programs should be assessed and results reported on a provincial basis; whether participation in the achievement testing program should be mandatory for this population; in what language the students should be tested; whether all students should be tested in the same language; whether achievement should be assessed using the same tests used in the regular achievement testing program; against what standards student achievement should be measured; and against what reference group student achievement should be compared. The third section reports on a 1989 study to address the effect of the test's language on achievement. In the study, grade 3 and grade 6 French immersion students took the social studies achievement test in either English or French. Results showed that students testing in French scored significantly lower than those testing in English. Section 4 presents some statistical data concerning identification of appropriate expectations for French immersion students. The final section draws conclusions and discusses future directions for policy-making. (MSE)