Since the mid-1960s, the use of objective testing in education, and multiple-choice tests in particular, has increased dramatically in the Netherlands. Since the founding of the Dutch National Institute for Educational Measurement in 1968, the construction of many achievement tests has been concentrated there. This general changeover from traditional to objective testing also applies to language teaching. The construction of many multiple-choice tests both for Dutch as a native language and for French, German, and English, the three most important second languages taught in Dutch schools has resulted. Multiple-choice tests for Dutch are now part of the final testing program at the end of primary education, which plays an important part in the selection process for secondary education. Some types of secondary education also incorporate multiple-choice tests for Dutch in the final examinations that determine a student's admission to higher education. The same is true for foreign language tests. (Author/MSE)