A number of forces are likely to contribute to future issues in educational assessment: (1) reduction in government resources, (2) financial pressures broadening the diversity of post-secondary applicant pools; (3) adult student emergence at the post secondary level; (4) concern with accountability of schools and educators; (5) strengthening of the relationship between education and work; and (6) capability and availability of technology in education. A discussion of these six factors and how they relate to students, educators and the public (those involved with educational assessment) is presented. Students of all ages repeatedly indicate high interest in educational and vocational decision help. Schools will continue to face the "standards" issue. The concern of standards regarding student performance will also be apparent through public scrutiny of schools and cause an increase in educational accountability. Emphasis on educational standards may result in the effective use of extant measurement tools through the integration of these measures into the instructional process. The concern of the public for educational quality has resulted in the growth of "minimum competency" testing for students and the adoption by many states of stringent standards for teacher educational programs. (Author/PN)