Existing uses of assessment data obtained from the Jordanian General Secondary Education Certificate Examination (GSECE) are critically examined. The failure to fully realize potential uses of data is explored and explained in light of the existing testing technology and the associated level of expertise. A short description of the GSECE history, philosophy and testing structure together with an outline of its explicit and implicit objectives are provided. The role of the GSECE as an admission instrument for higher education within the country versus its role as an end-of-schooling certificate tool is one major controversy that is highlighted in the paper. The inappropriate uses of GSECE scores as the criterion for admission to higher education in Jordan is discussed. The possible impacts that competition with others for higher education outside the country might have on Jordanian educational decisions concerning the testing structure, score levels and passing percentages on GSECE are explored. The paper outlines a number of interrelated issues, such as test-bias, equity and accountability, along with many others pertaining to the internal evaluation of the education system and its wider implications for the welfare of the country. (Author/LMO)