This report states the issues involved in the use of communicative tests, oral and written, to assess grammatical correctness among students of English as a Foreign Language (EFL). Experience with two English tests administered at the beginning and end of the practice teaching period of Dutch students training to become EFL teachers indicates continuing testing problems. These problems include the potential for grammatical incorrectness to be mistaken for poor comprehension, lack of clear definitions of effective communication, and the need to elicit a wider range of structures. It is concluded that (1) the discrepancy found between what is measured by the oral and by the written tests and the actual need for both tests should be examined more closely; (2) the development of a flexible but highly structured interview procedure for eliciting a wide range of critical structures should continue; and (3) the profession will have to be content with subjective consensus about quantifiable norms. The two sample English tests administered to Dutch EFL student teachers are appended. (MSE)