This paper illustrates how changing emphases and trends in education have led to a reformulation of notions of assessment and an awareness of the limitations of current measurement technology to deal with newer conceptualizations. Discussed are: 1) the antecedents of learning and the transactions which take place during the learning process, as well as with outcome measures; 2) the need to look at intentions; and 3) the concern with a plurality of goals and values as these relate to judgments based on assessment data. Problems highlighted include criterion-referenced measurement, the measurement of change, and the limitations of standardized tests as instruments for accountability. (Author/CK)