In this speech, the president of the National Education Association presents a series of arguments against the development of national educational standards and against the continued use of national, norm-referenced, standardized tests. Eight objections to the use of such tests are noted. Defense of the teaching profession's objections to the tests is based upon the fact that (while such tests provide much more security for the teacher than do criterion-referenced tests and parent-teacher-student conferences) they are simplistic in their measurement, nearly impossible for the layman or local teacher to interpret, and label half the test-takers as losers. In opposition to standardized testing, it is recommended that evaluation be performed in a variety of ways: observation of the student and his academic and personal growth by behavior, motivational patterns, independent work habits, presentations, parent-teacher conferences, individual diagnostic tests, teacher-made tests, school letter grades, and the development of criterion-referenced tests. A role for the federal government is suggested as being financial support and encouragement of the development of tests for assessing the performance of groups and tests for assessing the performance of individuals. Continuation of support for the National Assessment of Educational Progress is also urged. The speaker concludes with the observation that norm-referenced, standardized tests make a lie of education's often-stated concern for individual differences. (MJB) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.