The focus of this paper is on improving the measurement of test anxiety. Background information is given about the role of motivation and the importance of testing. The present research is directed at developing a shorter, more reliable and valid measure of test anxiety, thus furthering the predictive, diagnostic, and test program uses of test anxiety with students of different sociocultural backgrounds. Twelve items from the relaxed Test Anxiety Scale for Children (TASC) were administered to 6300 students in grades 4, 8, and 11 in a statewide achievement survey. Statewide and local district results suggest a new 7-item relaxed form of the TASC that can be used to measure negative test motivation. Implications of the development of shorter, reliable, and valid motivational scales are discussed as they pertain to statewide and district testing and to diagnosis by teachers and other school personnel. (Author/GK)