Teachers' perspectives on the student assessment process and on the role of testing in that process are presented. Primarily ethnographic in approach, this study includes investigations of teachers' ideas and thought processes as well as observation of actual classroom practice. Six elementary teachers participated in a three-stage process of initial interviews, classroom observation, and post-interviews. Interviews included standard ethnosemantic procedures for eliciting a taxonomy of evaluation techniques, questions about the uses to which these techniques are put, and a judged similarity task for eight commonly mentioned techniques. The classroom observation sessions included the administration of the California Achievement Tests. Results indicate that there is considerable variation in teachers' opinions about standardized testing and in the classroom procedures for administering these tests. Despite this variation, the actual degree to which this testing and its products are employed by teachers is consistently quite small. Teachers perceive as most valid those techniques which are fully integrated into classroom instruction and over which they have full control. (Author/PN)