Statewide minimum competency testing programs have emphasized basic skills in reading, mathematics, and writing. However, continuing concerns are expressed in national reports about the level of achievement, particularly in mathematics and science, and increased testing has been suggested as a means of encouraging curriculum change and evaluating student progress. Increased testing in current competency testing programs is unlikely to meet these broader goals. Two frameworks have implications for evaluating competency testing: (1) the context of assessment--testing of cognitive knowledge, learner characteristics which have an impact on instruction, and curricular validity; and (2) the meaningfulness of test scores and reports to students for self-direction, and to teachers for instructional planning. These frameworks can further increase the links between instruction and the assessments of individual students. A three-page list of references concludes the document. (Author/GDC)