Measurement issues related to assessment of the individual in both formal and non-formal education are outlined. First, techniques to assess the educational value of life experiences (especially adults contemplating new educational or work experiences are described). The work of Ruth Ekstrom stresses deriving the dimensions of accomplishment to be assessed from the interests and background of the individual, rather than from a predetermined list of characteristics to be measured. Secondly, an attempt should be made to provide more complete and analytical information to examinees about the nature and quality of their test performance. The results of assessment in learning, whether formal or non-formal, must be communicated clearly to all students, together with aids necessary for interpretation of those results. The purpose is not to analyze the possibilities that are available in an automated society, but to fully utilize techniques that minimize high technology, which are readily available and are now being applied. (CE)