The frequency and diversity of reading and mathematics tests, test approach (norm-referenced or criterion-referenced) and the format of measurement were studied. The contextual variables surrounding test administration and interpretation were examined. The teacher's knowledge of, and attitudes toward, testing were investigated. Results of a literature search, national survey, teacher interviews and questionnaires were illustrated. The most common form of student achievement testing was the norm-referenced standardized achievement test. Teacher developed tests were used in addition to required standardized tests. However, teachers used interactions with students and personal observations more than test results to assess students' progress. Grade level affected testing frequency. Upper grade teachers were more likely to use test results in their instructional planning. The presence of classroom aides was another variable affecting test use. Teachers with aides were less inclined to permit students to progress if they failed a test, and more inclined to provide tutoring. Teaching experience affected the use of results from norm-referenced tests. Test taking skills, test quality, and student motivation were viewed as more important factors in test scores than quality of instruction or student ability. Results indicated teachers need more information about measurement. (DWH)