Controversy has surrounded the annual National Assessment Program-Literacy and Numeracy (NAPLAN) since its introduction in 2008. This initiative was designed to provide nationally consistent information on student progress in basic skills in years 3, 5, and 7, replacing the various state-based tests that preceded it. A great deal of criticism has been generated, particularly by teacher organisations and education faculties, and published prominently in the media. Parents have been understandably concerned when they hear their children's teachers calling for the end to NAPLAN. This paper takes the position that, despite its current shortcomings, a national assessment program is an essential pre-requisite to the progress of education in Australia.