This review of literature from the Educational Resources Information Center (ERIC) database is the second volume on the topic of testing and assessment for the counseling professional; the first volume was published in 1979. The sections on minimum competency tests identify issues of current interest, e.g., the basic issue of definition; the impact of the emphasis on behavioral objectives, observable performance, and empirically derived evaluative criteria; and the struggle of the profession to develop a conceptual framework and research base. The issues involved in using minimum competency test results to meet high school graduation requirements are presented in the second major section of the review. The tensions between educational and societal trends affecting the use of competency tests as a graduation requirement are reviewed in the context of differences between community and professional definitions of acceptable performance; the emphasis on test performance at the expense of other school objectives; and the moral, legal, and political issues of differential attainment of special students. The issue of early prediction of school failure and success is reviewed in a summary of articles reporting efforts in this area. Validity of screening systems, application and follow-up of approaches taken, and the role of counselors at the elementary or preschool level are discussed. Finally, a broad overview of current directions and applications in testing and assessment is provided. An annotated bibliography of ERIC references completes the volume. (JAC)