This test review focuses on the current version (2009) of [Chinese characters omitted] (Hanyu Shuiping Kaoshi), literally translated as the Chinese Language Proficiency Test and abbreviated as HSK. Tailored to non-native speakers of the Chinese language, this test consists of six proficiency levels (Levels 1 and 2 as beginners, Levels 3 and 4 as intermediate, and Levels 5 and 6 as advanced), assessing listening, reading, and writing skills. The purpose of HSK is twofold. First, it aims to promote Chinese language teaching and learning globally. Second, it aims to provide a useful measure of test takers' Chinese language proficiency for making various decisions. The authors adopt Bachman and Palmer's (2010) Assessment Use Argument (AUA) to review and appraise the current version of HSK. AUA consists of a set of claims about test takers' performance on a language test (i.e., assessment tasks and assessment record) linked to the use of the test scores (i.e., interpretations, decisions, and consequences). By using an AUA, they are able to link all aspects of the current version of HSK and make a comprehensive review of the validity of the interpretation and use of the HSK test.