A survey was conducted among Ontario, Canada teachers, administrators, and parents regarding the following aspects of French-language achievement testing: which standardized and criterion-referenced tests were used; who developed the tests; how test results were used; how school boards communicated test results to parents; what trends existed in achievement testing; and how French-language standardized tests compared with Ontario's educational objectives. Seven tests in the French language and three in English were identified; it was concluded that access to more tests was needed. Few school boards had developed their own tests, and teachers and parents supported increased board control of achievement testing. Teacher-developed tests, generally objective tests, were widely used, in spite of the teachers' lack of expertise in test construction. Test results were used to monitor teaching, individualize instruction, group and diagnose students, and report to parents. Results indicated discrepancies between teachers' and parents' expectations about reporting of results and parent-teacher conferences. The major trend reported was a more healthy attitude toward testing. (Author/GDC)