Problems and issues in the field of native language proficiency assessment for Asian American students are examined. Language skills assessment in both English and the native language is a crucial step in the provision of equal educational opportunity to language minority students. Language assessment for Asian Americans, the fastest growing group of language minority students in the United States, should evaluate language preference, proficiency, and dominance. A severe lack of language assessment instruments dealing with Asian language was revealed by a review of the available language tests for bilingual students. The few tests available have not been systematically evaluated or disseminated. Among the many controversies surrounding language testing is the increasing emphasis on communicative competence as opposed to linguistic skills. Despite the new emphasis on communicative competence, most tests consist of discrete items that evaluate subskills and skill components. Suggested future directions for research and test development include the distinction between discrete point and integrative tests, a theoretical framework for communicative competence, and a more systematic evaluation of existing tests. The cultural and linguistic diversity of Asian American students complicates the task of meeting their educational needs. A glossary and references are appended. (RW)