ABSTRACT  Considerable attention has been paid to the design, administration, and interpretation of foreign language tests, but practically none to the process of reviewing for these tests in group-paced instruction. The implementation of a fully articulated practice examination modeled on the format of the exam itself can structure a review session in such a way as to more fully exploit the teaching potential of an exam situation. Incorporating many of the self-evaluative benefits of individualized instruction, such a review sheet has great usefulness for the course chairman attempting to coordinate a multi-sectioned course with common examinations, and has the additional virtue of being highly popular with students.