This article reviews assessment practices of Japanese as a second language as taught in Japan since the 1980s. It begins with an explanation of the social and political conditions that have impacted assessment practices in Japan and then addresses current assessment practices and issues. This analysis first examines large-scale tests developed in Japan and the American Council on the Teaching of Foreign Languages Oral Proficiency Interview (ACTFL OPI), which was imported from the United States. Next, it describes the use of placement tests with a special emphasis on the Simple Performance Oriented Test (SPOT) and the Japanese Computerized Adaptive Test (J-CAT). These tests were originally developed as placement tests, but their uses have expanded in the years since their creation. Third, this article considers the development and the use of self-assessment tools. In particular, it explains how the Common European Framework of Reference for Languages (CEFR) triggered both the development of a Japanese version of the CEFR (JF Standard) and discussion about Japanese as a second language (JSL) curriculum and instructional methodologies. Finally, this article examines Japanese for Specific Purposes (JSP) tests. Through this review, issues in JSL testing will be identified and suggestions will be made regarding directions for future research.