The focus of this conference was on aspects of change in education and testing. Two papers concern the special role of evaluation in new conceptions of instruction and learning. The first involves individually prescribed instruction in elementary school, and second, professional education. Both in the paper on computer-based instruction and in the one on academic simulation games, testing is viewed so much a part of instruction that separable evaluation procedures are deemed senseless except for demonstration or research. Another paper suggests how a measurement system developed from Project TALENT data could lead to new types of education and guidance programs. Surveys, and their impact on the views of education and testing in Scotland, is described in another paper. A radically new way of calibrating test items and test scores is described. Finally, fundamental issues of the relation between public policy and the field of educational testing are raised. (KP)