As part of a process of restructuring a city-wide testing program in Madison, Wisconsin, members of the school staff were surveyed concerning their perception of priorities for a testing program. The survey list, presented in Table I, was developed from a pool of items contributed by representative members of the staff. As a result of the survey, it was possible to analyze their evaluation concerns. The data indicate a combination of traditional concerns with the achievement/capacity dimension and disfunctional behavior along with growing concern for learning styles of pupils. The data also suggest that evaluative concerns can be analyzed in terms of professional grouping. Table II presents Mean Ratings of Priorities Assigned by Various Professional Categories to Evaluation Items, and Table II provides Number of High and Low Rated Priority Items Selected by Various Members of the School Staff. (Author/DB)