The problems and implications of language assessment of Asian students are examined. The theories of Jean Piaget and Jerome Bruner concerning the relationship between language and cognition are explored. Cognitive operations are assumed by many educators to be related to academic achievement. Culturally, Asians favor the Piagetian interpretation of language and cognition. There are primary differences between language evaluation in Asian countries and the United States. In Asian countries, a student's language proficiency is measured in formal written examinations assessing discrete competence of grammar, composition, literature, dictation, and calligraphy. Specific primary language characteristics may interfere with a student's performance on English language assessment tests. These include the phonology, semantics, and syntax of Asian languages. The academic potential of many Asian students may not be properly assessed because language competence (ability to understand) is often greater than language performance (ability to utilize). Despite some initial language difficulties and low academic placement, many Asian students manage to strive for high educational goals resulting in considerable academic accomplishments. (DWH)