The proposition, "That measurement issues in competency-based educational programs (CBE) are not different from those in other kinds of testing (NCBE)" must be declared false. (1) Measurement in CBE focuses on the present while NCBE measurement focuses on information needed for future planning. (2) CBE measurement starts with definitive statements of behavior repertoires at various levels of strata and substrata of specificity. NCBE measurement starts with the need to identify aspects of current behavior predictive of the impact of educational experiences. (3) What the student is asked to do on a test in CBE is defined by behavioral objectives. In NCBE surrogate measures, highly correlated with behaviors taught for can be used to gain efficiency in measurement. (4) Adequacy of sampling of a specified behavior domain is the critical criterion for a test used in CBE. The value of a test in identifying differential impact of educational environments is a critical criterion for NCBE measures. (5) CBE measurements are used to make a two-way classification with accuracy--competent or not competent as defined by a stated standard regarding a specified behavioral repertoire. NCBE measurement normally calls for reliable identification of multiple levels of individual differences that are related to decisions that must be made. (RC)