Abstract The history of international promotion of Chinese language can be divided into two phases: teaching Chinese as a foreign language to international learners in China, and international Chinese language education, known as bringing-in stage and going-out stage respectively. Chinese language examinations play a significant role in any historical periods of the teaching practices. This paper reviews the development of an examination system for Chinese-as-foreign-language teaching, and delineates the characteristics of a variety of test forms. Among them, HSK has become a brand test for Chinese-as-foreign-language teaching and learning. The HSK tests have shown inadequacies in the evaluation of high-level Chinese language proficiencies, and cannot meet the needs of customized Chinese language examinations for test takers from various disciplines. This paper proposes three strategies to solve the problems, namely to learn from western countries about the development of language examination systems, construct leveled tests based on disciplines, and provide all-round service for test takers. Such measures may advance the development of a comprehensive Chinese-as-foreign-language examination system.
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