In the 1940's and 1950's, the goal of the schools was equal opportunity for all. Now the goal is to maximize the potential of each child through individualized instruction. As a result, standardized tests and measures lacking in prescriptive information on students are falling into disfavor. The three principal past uses of evaluation--placement, research, and counseling--will be joined by evaluation that facilitates instruction, curricular management, and resource allocation. Teachers will need item analyses of an individual's performance on achievement tests to explore areas of weakness. Criterion-referenced tests, new inventory tests on relevant student background, process oriented measures, modality preference tests, cognitive style instruments, and the like. Curricular management will strongly emphasize behavioral objectives, process (rather than input-output) measures, and relevancy tests. Comparison of school districts with similar inputs will emerge. Resource allocation will be strongly oriented to accountability with performance guaranteed contracts proliferating. The coming changes are exemplified by test selection committees which no longer consist mainly of counsellors, but include many teachers, curriculum experts, and administrators as well. The counseling profession is not adequately prepared to meet the schools' new information requirements and changes are necessary in pre- and in-service education. (DG)