This speech deals with the assumptions and approaches underlying educational assessment and suggests alternatives to standardized testing. It is proposed that the assumption that test items can be standardized is at the base of assessment problems; while there are standard mental functions which children develop, there are no standard items that can measure such development in all children. Most instruments are designed to measure whether or not the respondent has the same information pool, language, and organizational system as the designer of the test. It is proposed that the proper approach to assessment is not to ask "Do you know what I know?" but rather "What is it that you know? Can you speak your native language? How do you organize?" An assessment procedure for Black children that works within their whole historical, traditional, and cultural background is discussed. The interactive nature of any assessment procedure is noted, and it is suggested that assessment should be used for solving specific pedagogical problems rather than for labeling or prediction. (SB)