A discussion of the use of standardized tests in second language assessment focuses on the usefulness of program-based language tests aligned with specific curricula and capable of motivating students to participate in classroom activities that are a preparation both for the test and for life after the test. The purpose of this paper is to show that a small-scale test development project can be successfully developed using relatively limited resources, inexpensive computer software, and expertise that can be reasonably acquired by second language teachers. Experiences in developing, piloting, and validating two small-scale standardized tests, the Canadian Test of English for Scholars and Trainees and the Summer Language Bursary Program Placement Test are used as illustrations. Standardized tests are defined, and the process of developing standardized measures is outlined. Applications of classical test theory and item response theory in this context are explained, including the use of sample-free calibration, test-free person measurement, goodness-of-fit measures, and multiple reliability. The role of informed judgment as an adjunct to statistical analyses in test development is also discussed. A brief bibliography is included. (MSE)