This paper discusses a series of oral proficiency tests in six languages developed under the auspices of the Center for Applied Linguistics and the Seattle Public Schools District. The prototype is an English test, totally oral, for use in grades K-4, designed to: (a) determine the child's ability to (1) understand and produce the distinctive characteristics of spoken English, (2) express known cognitive concepts, and (3) handle learning tasks in English; and (b) provide placement and instructional recommendations for alternate programs such as special English instruction and bilingual education. Comparable tests with similar objectives were then developed in Cantonese, Mandarin, Tagalog, Ilokano, and Spanish, reflecting some of the largest of the forty non-native-English-speaking groups in Seattle schools. Development of the tests was based on identifying basic learning concepts that children must handle in order to perform in a school setting. These concepts include identifying, classifying, quantifying, interrogating, negating and showing spatial, case and temporal relationships. The grammatical manifestations of a language that a child must handle to perceive or to communicate these concepts were then determined. The construction of the tests and the scoring methods are discussed, as well as cultural and linguistic differences encountered in the preparation of the tests. (Author/CLK)