The uses and applications of testing in education and the implications of the Bakke decision are considered. Pluralism and diversity in education have convinced many observers that a different philosophy or theory of testing is needed. Alternative uses are sought in ways that would shift the aptitudes and general intelligence to skills and competencies. The changing emphasis from measurement to assessment reflects the educational need to appraise those changes in behavior and performance that presumably are the result of learning and development. Differences of ranking are not needed as much as an acceptable way to determine if learners have mastered some standard of performance. Testing concepts and methods are needed to help appraise instructional methods and materials, program structure and content, and overall program effectiveness in bringing about desired outcomes and results. The intent of educational testing needs to concentrate on accomplishments rather than potential. It is suggested that positive uses of tests can result from a shift from selection per se to placement, advisement, counseling, and program assessment. Specific uses served by testing include instructional improvement and learning facilitation and assessment of: basic skills, academic competencies in general education, college academic programs, learning difficulties, and learning outcomes. The Bakke decision indicated that if achievement of diversity for educational purposes is to be an admissions function, colleges must prepare to deal with human qualities that are complementary to those that can be handled within traditional testing contexts. It is suggested that the Supreme Court case provides an important context in which public policy concerning the uses of standardized tests must be debated. (SW)