This paper reviews the research in the area of achievement tests. The findings indicate: (1) there is little evidence that educational decision makers use the large amount of test data collected; (2) a larger number of tests are being required of students for personal certification; (3) reasons for the lack of application of test results include lack of experience and training in test and test data uses, lack of clarity regarding alternative actions implied by test results, and confusion about utility and quality of data; (4) tests are used in ways that directly affect students, assist in school operations, and provide feedback to administrators; (5) controversy exists over the appropriate test type to use for various purposes; (6) estimates of test quality have not been high; (7) emphasis in test development is toward providing description rather than comparative information for student achievement; (8) research in test bias has not been integrated with newer views of test development; (9) teachers in low socioeconomic areas are less satisfied with achievement testing procedures than other teachers; and (10) the cost of testing is too high. Recommendations are made for research and educational personnel. Educators are encouraged to employ consulting firms to develop tailored tests, to educate school personnel and community members on testing and interpretation, and to attempt to limit the number of separate testing activities. (Author/MK)