SUMMARY: This study sought to compare scores on the TOEIC Speaking and Writing tests to students' self-evaluations of their abilities to perform everyday English-language tasks. The researchers reported relatively strong correlations between test scores and the self-evaluations. This finding contributes further evidence in support of TOEIC Speaking and Writing test scores as indicators of English-language proficiency. This study was also published as Powers, Kim, Weng, and Van Winkle (2009). ABSTRACT: To facilitate the interpretation of test scores from the new TOEIC speaking and writing tests as measures of English-language proficiency, we administered a self-assessment inventory to TOEIC examinees in Japan and Korea, to gather their perceptions of their ability to perform a variety of everyday English-language tasks. TOEIC scores related relatively strongly to test taker self-reports for both speaking and writing tasks. The results were extraordinarily consistent, with examinees at each higher TOEIC score level being more likely to report that they could successfully accomplish each of the everyday language tasks in English. The pattern of correlations also suggested modes discriminant validity of the new TOEIC speaking and writing measures, suggesting that both measures contribute uniquely to the assessment of English-language proficiency.