A discussion of testing in English-as-a-Second-Language (ESL) instruction focuses on the gap between ESL students' test performance on the one hand and their own and teachers' assessments of their competence on the other. First, a number of issues, drawn from the literature, are examined briefly, including the appropriateness of current testing methods, the teacher's role in evaluation, and variation in learners' test-taking strategies and skills that affect evaluation. Three ways to improve ESL student evaluation are explored: (1) clarification of evaluation criteria and use of criterion- vs. norm-referenced tests; (2) student participation in the assessment process, through self-monitoring and peer evaluation; and (3) improved use of technology, both to tailor test items to the learner's level and to provide useful feedback. Contains 36 references. (MSE)