Some of the issues involved in proficiency-oriented testing of foreign language listening, reading, and writing skills-- language modalities paid less attention currently than oral skills-- are examined. These general issues are discussed: What is proficiency?; the relationship of the four modalities and proficiency testing; proficiency testing v. achievement testing; the rationale for proficiency testing in all modalities, and other considerations in testing such as specific testing needs and affect. An examination of testing listening proficiency looks at basic listening tasks, inhibiting factors, conventional tests, and other approaches. A section on reading proficiency testing focuses on reading subskills, reading difficulties, foreign language reading tasks, testing reading v. testing language through reading, conventional measurement, and possible new measurement methods. A discussion of testing writing proficiency addresses basic writing tasks and conventional writing tests. It is suggested that substantial work be undertaken to improve and extend proficiency testing in these three modalities. (MSE)