It is argued that while task-centered assessment of second language learning has the strong support of teachers and learners, focuses on language as a tool rather than as an end in itself, and fosters learning, there remain some problems with its use. Further work must be done to develop assessment criteria that reflect current theories of language learning and use. Consistency in application of these criteria must then be assured. On a practical level, adoption of task-centered assessment will require that teachers and learners become accustomed to thinking of language tasks not only as activities but also as indicators of progress and achievement, and learners will need to understand the criteria for evaluation of performance. In turn, this will require closer examination of the components of language tasks and a raising of learners' awareness of how language functions to achieve particular communicative purposes. In addition, reporting of task performance is complex, qualitative, and multidimensional rather than standardized and uniform. Contains 56 references. (MSE)