The role of test scores used as a district monitoring device by boards of education is discussed. It is suggested that board members insist on inservice education to become knowledgeable in using test scores as curriculum feedback, to understand what is being tested, and to understand test results. Concepts to be covered include: (1) meaning of percentiles; (2) purpose of using specific tests; (3) description of each test; (4) accuracy of test scores; (5) causes for low scores and high grades; (6) causes for high scores and low grades; (7) causes for variations in subtest scores; (8) relationship of ability tests to achievement scores; (9) distinction between ability and achievement; and (10) how parents can improve ability/achievement. Assessment of an educational program is discussed with the issue of accountability. Before releasing test scores, board members should: (1) determine objectives of sharing test scores; (2) disseminate test information to the media; (3) announce type, time, what tests measure, and results; (4) translate results for parents; (5) explain building scores to parents and community; (6) use criterion-referenced and norm-referenced tests in combination to measure district achievement; and (7) insist that cognitive ability tests be tied to achievement tests. The use of test items, as well as criterion-referenced and norm-referenced tests, are discussed. (PN)