This document is the report of a 3-year project designed to improve and expand foreign language study for elementary and secondary school students through the development of a variety of assessment tools. It is organized into four main sections: an overview of the project; assessment; articulation; and what has been learned. Teams of North Carolina foreign language teachers worked to create instruments to better assess students' language skills and facilitate student articulation from elementary to middle school and from middle school to high school. More specifically, the objectives were to provide training in assessment to foreign language teachers through intensive summer training; to assist participants in developing and piloting assessment tools to be used at various levels of instruction; and to assist participants in aligning these assessments with national standards, the North Carolina state curriculum framework, and local curriculum. This document provides an overview of the project and sample assessments, a background for assessment in general and more specifically for alternative models of assessment, and a sample of a variety of assessment tools (supplemented by assessment tools from other sources when needed to illustrate particular points). Among the general conclusions were that teachers are more willing to use newer methods when they become more familiar and confident with them, and that for that to happen administrative support is crucial. (Contains 25 references.) (KFT)