This is one of ten papers commissioned to investigate research needs and to stimulate planning activities. The paper assumes that the primary current goal of foreiqn/second language instruction in the United States is to produce citizens who have a usable command of one or more languages other than their native language. The implications of this assumption are reflected in the need to develop instruments and procedures which will: (1) determine student attainment of pragmatically useful levels of language proficiency, (2) monitor student progress toward proficiency-based goals and provide appropriate instructional feedback, and (3) provide information concerning the particular instructional procedures and curricula best suited to individual language learners. Of these three areas, it is urged that the National Institute of Education (NIE) pay immediate attention to the measurement of language proficiency outcomes. With respect to course-of-instruction achievement measurement, attention is drawn to potential NIE support of a "realistic learning outcomes" project recently proposed by American Council on the Teaching of Foreign Languages. The development of a uniform, general purpose biographical/language history questionnaire by NIE is also advocated, as well as the establishment of a test information clearinghouse. (Author/AMH)