Three stages mark the development of relevance in testing: relevance to the educational program, relevance to the individual student's past accomplishments, and relevance to the student's future accomplishments. If the College Entrance Examination Board should have to follow paths such as these, it has ahead of it the enormous job of transforming drastically the nature of its activities. Three possible stages are envisaged in the future development of the Board's tests: (1) for the immediate future, an extension of the recent trend toward the diversity of programs and of tests within programs (this being the stage of the multiplex external program); (2) a reduction of emphasis on external examinations and increased reliance on the record compiled by the student in his own school (this being the stage of the school-based program); and, (3) a system, eventually, of examinations in which each student is presented with the individual questions most pertinent to his past preparation and to his responses to test questions earlier in the sequence (this being the stage of the student-based program). It is held that the examination program should match both students and educational programs in diversity. (JM)