IntroductionTests are an important part of the learning process and language teachers cannot overcome this fact. Language tests have not always been considered accurate and relevant. They were once argued to have a negative impact on teaching and therefore an unwanted effect on students (Hamp-Lyons, 1997). Without assuming that all tests have a negative impact on learning, it is important to keep in mind that all tools used to measure student knowledge should be rigorously reviewed to ensure the quality of learning outcomes. In this article we will discuss the strengths and weaknesses of a particular language test, after which we will give general opinions on its quality. The selected instrument was intended for upper secondary school students as an end-of-year exam. It was designed by the regional school council and covers all the skills required by the Ministère de l'Éducation, du Loisir et du Sport (MELS). Since the instrument did not involve any oral text, we added an example of such a task from the Kick-Off In English textbook (Gattuso, 2005). Strengths The purpose of the test is well defined by several satisfaction characteristics. The cover page provides information on the level at which the test is intended. The entire evaluation situation is based on a unique theme titled “Are Mobile Phones Safe?”. The topic is current and it would be the ideal time for students of that age to be aware of the impact that mobile phones have on the person and on society in general. Furthermore, the content covers the broad learning area of ​​Health and Wellbeing suggested by the program. They can use the knowledge acquired during the test to guide their actions in various situations...... middle of the paper ......impetence 2 Reinvests understanding of the texts (C2) are formulated clearly and are no longer difficult of the language used in the text. Therefore, the answers provided by students should not be influenced by the difficulty of the questions. The reinvestment part is ensured by elements of the oral interaction task as well as written texts, which are used in a new context. The oral interaction portion requires students to discuss a list of questions. It also states that they have to take turns asking the questions. The instructions do not support one student's dominance more than another. The assignment gives everyone the opportunity to participate and contribute to the discussion, as every student is willing to participate. The writing task requires the student to create an argumentative text and the required length is well indicated in the writing booklet.