Language teachers are often faced with the responsibility of selecting or developing language tests for their classrooms and programs. However, deciding which testing alternatives are the most appropriate for a particular language education context can be daunting, especially given the increasing variety of instruments, procedures, and practices available for language testing. Such alternatives include not only test types with long traditions of use, but also tests differing in scope and structure from these well-known options. Faced with such an array of language testing alternatives, how are those people responsible for language testing to choose and use tests that are appropriate for their particular needs? Furthermore, on what basis can language teachers evaluate whether language tests are actually doing what they are supposed to be doing? This article looks at various instruments, procedures, and practices for language testing and offers strategies for determining which assessment options are most appropriate in various contexts. The author offers three general recommendations to help language teachers and others select, use, and evaluate language tests and related alternatives in a purposeful manner. These recommendations are: (1) focus on assessment, not simply tests; (2) clarify the intended use of the test; and (3) evaluate the outcomes of assessment. (Contains 1 figure.)