The nature of educational accountability, seen as an organized, systematized process of self-evaluation, and a review of available standardized tests for foreign language programs are examined in this paper. Teacher accountability is seen to rely exclusively on the judgement of the teacher and administration within the school itself. The author comments on norm-referenced tests, criterion-referenced tests, Bloom's "formative-evaluation", Valette's "core-test concept", and the function of standardized tests. Differences among achievement, proficiency, placement, and aptitude tests are clarified. Reference to numerous standardized tests is made with emphasis on the Pimsleur Language Aptitude Battery and the Pimsleur Modern Foreign Language Proficiency Tests. (RL)