A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency goals and the extent to which the tests reflect those definitions--the match between district objectives and test items. The technical quality perspective examines the adequacy of the test as a sound measurement instrument--the goodness of the test itself. Standard setting procedures look at how the district has defined acceptable performance--the standard for determining remedial needs. Finally, curricular validity looks at how well the district's instructional program reflects its objectives and assessment efforts--the match between tests and instruction. (PN)