A discussion of trends and progress in language testing looks at movement in the field since 1980, based on the themes and content of national and international conferences; trends in test content, method, and analysis; and work on the nature of proficiency and of language learning. It is proposed that movement evidenced by conferences is largely sideways and backward; that while improvements have been made in test content, method, and analysis, there is little evidence that these improvements represent real advancements; and that research on the nature of proficiency and of language learning is still in its early stages. Four main reasons are given for the lack of progress: the relative youth of the discipline; dearth of replication, teamwork, and agenda in research; inadequacy of funding; and lack of a coherent framework or model. Areas in which attention will be important in the next decade are outlined, including: research on language learning; the washback effect of testing; validity of test content; knowledge of the structure of language proficiency; computer- based language testing and the impact of technology on testing; learner-centered testing; the role of judgment in language testing; and traditional concerns about test validity and reliability. (MSE)