This paper evaluates existing national examination development processes in light of changes created by curriculum reform, and the restructuring and expansion of basic education. A model is proposed that creates a strong alignment of national examinations and a national basic education curriculum. Practical examples from Botswana, where the model is being implemented, make the discussion concrete. In a high-stakes environment, articulating curricula and examinations requires at least three components: (1) a formal policy statement about the need for this articulation; (2) adoption of a curriculum-driven examination development model that details the steps in developing examinations; and (3) establishment of an oversight committee to ensure satisfactory implementation. A curriculum-driven examination development model differs from a syllabus or gazette-driven model in requiring that the national curriculum be the center of the examination development process. Since curriculum defines content and performance levels, the examination committee and chief examiner play more facilitative roles than have been traditional. Expected benefits of such a model are outlined. (Contains 11 references, 4 tables, and 4 figures.) (Author/SLD)