In recent years, the Florida State Legislature has mandated that all students who enter colleges and universities must write one of four test batteries for the purpose of placement and that all students are required to pass an exit exam, the College Level Academic Skills Test (CLAST), at the end of the sophomore year. This paper examines the impact of mandated entry- and exit-level testing on the curriculum and on the assessment process in general. Part I considers the purposes of entry and exit testing, and questions whether there is a direct link between improving the quality of education and the initiation of standardized testing to ensure that common learning has occurred. The argument is put forth that standardized testing programs for entry-level placement and exit examinations can effectively assure that students who need remedial courses are adequately placed and that certain basic concepts have been learned before an associate degree is awarded. Part II focuses on exit-level examinations, discussing the nature and function of the CLAST, the exam's development, the overall cost to the state for the CLAST, and the impact of the test. This section also considers the nature and function of entry-level testing programs, including the role of placement testing in the developmental process, and assesses costs and impact. Finally, part III provides personal observations and comments regarding mandated testing. This section argues for greater reliance on departmental examinations and even baccalaureate-level exams to relieve teachers of the time-consuming, frustrating, and often onerous task of assessment and permit them more time for teaching. (AJL)