Arguing that educational testing has not grown with the theory and knowledge base of the reading field, this paper cites the current configuration of testing as a major contributor to the instructional stagnation, methodological back-to-basics movement, and general lack of excitement and true innovation found in classrooms and schools today. The first section of the paper discusses what is actually tested by both norm referenced and criterion referenced tests. It also analyzes the weaknesses of minimum competency tests and details the impact that each of these weaknesses has on education. The second section of the paper examines factors that should be included in new assessment forms in terms of the research supporting them. These factors are grouped into two categories: (1) things it might be helpful to know about the learner when planning instruction, and (2) strategies that might be employed or taught to the reader in order to enhance comprehension. The third section of the paper offers a blueprint for changes in educational testing, with the school systems, test publishers, researchers at universities, legislatures, professional associations, media, parents, and producers of instructional materials sharing the responsibility for bringing about this change. (FL)