In an appraisal of proficiency tests currently available for English as a second language (ESL), it is found that linguistic competence, rather than communicative proficiency, is being measured. Problems involved in developing standardized communicative tests for use with different age groups in a multicultural school context are discussed. Guidelines are given for designing assessment procedures for communicative proficiency tests. They fall into the general areas of: (1) analyzing the language needs of children in terms of global tasks and communication skills, (2) age relevance and authenticity of materials, and (3) extrapolation and assessment. A summary chart of tests of proficiency in ESL is appended. (EKN)