THE INCREASED EMPHASIS ON THE AUDIOLINGUAL SKILLS REQUIRES NEW APPROACHES IN TESTING. THESE SKILLS CAN BE SEPARATED INTO SEVERAL AREAS FOR WHICH GROUP AND INDIVIDUAL OBJECTIVE TESTS CAN BE CONSTRUCTED. EXAMPLES OF GROUP TESTS ARE AURAL WORD-RECOGNITION TESTS AND TESTS OF LISTENING COMPREHENSION. TESTS WHICH MUST BE ADMINISTERED INDIVIDUALLY ARE THOSE DEALING WITH AURAL PERCEPTION OF DIFFICULT SOUNDS, ORAL PRODUCTION OF DIFFICULT SOUNDS, ORAL SELF-EXPRESSION BASED ON PICTORIAL STIMULI, AND ORAL INTERVIEWS WHICH COMBINE SOUND PRODUCTION, AURAL COMPREHENSION, AND ORAL EXPRESSION. THESE OBJECTIVE TESTS CAN BE USED BOTH AS ATTAINMENT TESTS TO ASSESS THE STANDARD ACHIEVEMENT AT CERTAIN MAIN POINTS OF THE COURSE AND AS DIAGNOSTIC INSTRUMENTS TO POINT UP DEFICIENCIES REQUIRING FURTHER ATTENTION. OBJECTIVE TESTS MUST BE CAREFULLY CONSTRUCTED, BUT CAN BE SCORED QUICKLY AND DO NOT REQUIRE THE TEACHER TO MAKE VALUE JUDGMENTS. IF THE TEACHER CAREFULLY PREPARES THE STUDENT ANSWER SHEETS AND HIS OWN SCORING SHEET FOR THE TESTS, THE ADMINISTRATION AND SCORING CAN BE DONE EFFICIENTLY. EXAMPLES ARE GIVEN FOR EACH TYPE OF TEST ITEM FOR FRENCH, WITH SUGGESTIONS FOR CONSTRUCTING, ADMINISTERING, AND SCORING THEM. THIS ARTICLE IS PUBLISHED IN "BABEL," VOLUME 1, NUMBER 2, JULY 1965. (AM)