There are four steps in obtaining test data, each requiring planning and decision-making: assembling students, administering tests, scoring, and recording scores. In assembling students, two cautions are in order. First, for norm referenced tests, students in the treatment group should take the test at the same time of the year as the students in the norming sample. Second, high absenteeism, differences among test administrators, and in testing environments may significantly affect pretest-posttest scores. Publisher's manuals should be followed exactly to ensure consistency between treatment and comparison groups. From a research viewpoint, trained test administrators should be used rather than classroom teachers. Scoring decisions include selecting an answer form (machine-scorable booklets vs. answer sheets); selecting a scoring agent (school personnel, test publisher, or independent test scoring company); and costs of scoring and of extensive statistical analysis. Finally, when recording scores, data forms should be carefully proofread. All scores should be completely identified and arranged to facilitate analysis. Eleven suggestions for designing test results forms discuss page numbers, testing date, group identification, confidentiality, test name, use of one sheet, arrangement and format of names, identification numbers, number of entries, and arrangement of columns. (CP)