Fear of poor teaching and low national test scores have spawned a back to basics movement and a shift from the use of tests as predictors and models to that of assessment and achievement. This movement may have positive impact on the teaching of English, which previously has not lent itself well to standardized testing. Although many English teachers do not believe college entrance scores represent students' abilities or skills learned in class, most feel the teacher is responsible for preparing students to take standardized tests. English teachers have failed to become involved in establishing local objectives and assessment of specifics. Consequently, focus has been on raising scores and standards without assurance of what constitutes a high school curriculum. High school emphasis on career education and minimum competencies has fragmented the facets of English into the realm of other departments and endangered the teaching of literature. The testing movement may result in harmonizing the different philosophies in English and may provide a conceptual model and structure of purpose and standards for basic competencies in oral and written communication. It may also increase competency in college English by eliminating the inexperienced graduate student as teacher. Testing also has positive implications as a source of information for curriculum changes to accommodate shifts in student ranks. (HTH)