Limitations seen in traditional educational procedures are discussed, and three new directions are suggested as being important emphases for testing. A new perception of measurement in which children have positions along particular concept dimensions or "lines" is discussed in terms of traditional testing notions including variables, item banks and test reliability. This new perception could change how educators think about differences among individuals. The direction toward increasing recognition of the individual as the center of testing is suggested. The influence of this shift on test construction; the assessment of performance consistency; and the development of more informative performance reporting and test fairness on an individual basis are discussed. The trend toward making the learning process the focus of testing is the third development considered, and the role of the microcomputer in the integration of learning and testing is examined. A projected computer session on a patient management problem illustrates the implications of the concepts discussed. (CM)