The problem of determining relative weights for quantity and quality in scoring foreign language speaking and writing fluency tests is studied. French speaking and writing fluency tests were administered to students of French in several schools in England. Data from these tests was analyzed to support the suggestion that scoring formulas should reflect two components of performance: (1) quantity of correct response, and (2) relative quality of response. Two quantity and five quality variables were identified and correlated. Using a priori reasoning and the correlations, several scoring formulas were tried. The study and the cross-validation study indicate that nonlinear combinations of raw scores, probably ratios and products, may be needed. (LR)