Effectively communicating test results with stakeholders is a critical responsibility of test developers, and this perspective on reporting is reinforced in the International Guidelines on Quality Control in Scoring, Test Analysis, and Reporting of Test Scores (International Test Commission, 2012). One aspect of such communication involves providing feedback to examinees about their test performance that is both actionable and psychometrically supported. While feedback is perhaps more commonly present in score reports for educational tests, test results in credentialing occupy a gatekeeping role for examinees hoping to enter a profession, and so guidance for improvement aimed at failing candidates has great value in this context. Building on recent work by van den Heuvel, Zenisky, and Davis-Becker (2014), the present paper first draws on international perspectives to characterize current practices for providing meaningful feedback to candidates, by considering examples from multiple countries to highlight practical issues, and offers a synthesis of best practices in reporting test feedback from a range of testing settings applicable to certification and licensure assessment. References International Test Commission (2012). International Guidelines on Quality Control in Scoring, Test Analysis, and Reporting of Test Scores. [www.intestcom.org] van den Heuvel, J., Zenisky, A. L., & Davis-Becker, S. (2014, April). Applying lessons learned in educational score reporting to credentialing. Paper presented at the annual meeting of the American Educational Research Association (Philadelphia, PA).