This study is a critical study of current practices in the description and assessment of student learning outcomes, particularly relating to the theoretical bases of the National LOTE Profile for Australian Schools, and the implementation of curriculum change. The research draws on data from my implementation of the LOTE Profile with two Italian classes in a rural Catholic Secondary College and involves: a curriculum mapping activity; a ten week period of using the Profile to assess seven work samples and inviting student participation as co- researchers in the analysis; a comparison of a computer generated report based on the LOTE Profile with a LOTE report currently used at the College; and a final questionnaire to help refine our understandings. Findings from the research show that a richer conceptualisation of language use and language learning needs to be developed in the LOTE Profile so that its outcomes also illuminate processes in the classroom and empower teachers in their teaching as well as students in their learning. A richly conceived Profile will furthermore assist in the reporting of student progress that meets the needs of local communities, and not just narrow interests of accountability. Thirdly, the study acknowledges the importance of teachers' critical reflection and active involvement in testing hypotheses to be included in such a profile. It also calls for the 're- establishment' of a national infrastructure to monitor state responses and co-ordinate this ' grassroots' activity so that over an extended period of time grounded theory will develop and will be synthesised in a document which will be recognised nationally and serve all stake- holders in language education.