The soundness of the existing system of examination at the high school level in India is assessed with particular reference to the English section. The purposes to be served by the examination are discussed and the shortcomings of the system are described. The test and the passing procedure is found inferior to those systems which utilize standardized tests. The fixed passmark and pass-fail decision are liable to serious error. The value of the test is pre-ordained by administrative sanction rather than by empiricial evidence. A scheme for making the pass-fail decision more systematic is suggested. In the new model, minimum requirements for passing are tested separately from those designed to order a candidate's achievement. Questions in the two-stage model differ substantially in difficulty. The assumptions about the hierarchical structure of language skills that underlie the model are similar to those that inform decisions about grading and presentation of instruction. Sample portions of the new model and discussion about the grading of this test are included. (PMJ)