These three papers represent the results of the third phase of Florida's Impact of Testing Project. After reviewing the background to the project, the first paper discusses third-phase findings in terms of project objectives, i.e.: to determine entry-level assessment procedures and their uses in student placement; to determine the impact that entry-level testing has had on instructional strategies and personnel; and to project changes for Florida's community colleges. After noting that non-traditional students may react negatively to mandatory assessment testing and that some legislators are opposed to funding postsecondary remedial education, the paper concludes that faculty are willing to adjust course content, grading policies, and assignments based on college-level testing, but have concerns about accountability, supervisors' qualifications for judging basic skills instructors, and variations in assessment tests and procedures. The second paper provides a summary of faculty, counselor, and manager perceptions of the impact of entry-level assessment and placement, while the third paper provides greater detail on the spring 1982 survey upon which the perception summary was based and reviews findings in terms of faculty involvement in entry-level assessment and attitudes toward assessment procedures, the open door policy, developmental education, counseling, and highly advanced or esoteric courses. The survey instrument and responses are also included. (KL)