Despite this trend in the instructional component of the program, placement tests are still fairly restricted in terms of the types of skills assessed. Reading, grammar, and vocabulary were the three most often tested skills and although there were a good number of programs that assessed speaking as well, the number was only half that of the more traditional skills. The lack of speaking assessment can be explained to a large extent by the difficulty of assessing speaking in any type of large scale testing procedure. Some respondents indicated that although they would like to assess speaking, the constraints of the placement testing process effectively ruled out anything other than selected-response testing. In fact, many of the comments about the promise of on-line testing were specifically interested in the testing of oral proficiency. Though the lack of oral ability testing can be attributed to constraints rather than avoidance, it is a little harder to justify the widespread assessment of grammar for placement purposes in a communicative context.