This study investigated the utility and feasibility of administering achievement tests to adults in a continuing education course in French, in Scotland, in which student progress is not usually formal assessed. Subjects were 18 adults in elementary-level classes, aged 18 to over 60 years. Students were tested three times, at 3-4 week intervals, with an oral assessment consisting of three parts: an information-giving task; a discussion/decision-making task; and a role-play. Results indicate that although the assessment procedures did not appear to interrupt the normal class ambience, and there was some slight shift toward a more favorable student attitude concerning assessment over the course of the term, teachers found some practical difficulties in conducting the assessments during normal class time and questioned the value of formal assessment in such a course. A sample test item and a post-test student questionnaire are appended. Contains seven references. (Author/MSE)