In an attempt to increase the usefulness of future National Assessment of Educational Progress (NAEP) findings, yet retain the usefulness of past assessments, a framework for the conduct of assessments is presented. This framework is supported by agreement on three major goals, by overall methods for reaching those goals, and by firm concepts of how these goals and methods affect the interrelated phases of assessment work. The three most basic purposes that NAEP should serve over the next five years are: (1) NAEP should provide the basis for a highly credible and useful national report card, (2) NAEP should improve the utility of assessment results for educational policymakers and practitioners, and (3) NAEP should improve the utility of assessment methodology to states and local education agencies. A discussion, on a conceptual level, indicates how the Educational Commission of the States believes NAEP should gather, process, and transmit information and how electronic technology can support these efforts. Generally excluded from this overview of assessment design are the yet to come detailed descriptions of specific assessment activities. Primary type of information provided by report: Program Description (Operating Policies); Procedures (Conceptual). (PN)