The guide was intended for use by teachers of learning disabled students involved in assessment procedures. A philosophical framework, in which assessment is viewed in the ongoing team process, is followed by review of Wisconsin's rules on the identification of learning disabilities. A report format is presented as an outline for consolidating information in the assessment process. Sample formats follow for classroom teacher reports (including specific performance summaries and referring teachers' behavioral checklists). Classroom observation forms include guidelines for measuring the educational environment and student behavior. Multidisciplinary team guides focus on eligibility criteria while additional guidelines address the role and functions of diagnostic teaching. A section on testing considers underlying assumptions, notes things the evaluator should look for during testing, and lists tests in major academic areas. A chart depicts information on the technical adequacy (norms, reliability, and validity) of intelligence, achievement, perceptual-motor, behavior, personality, adaptive behavior, and language tests. Two final sections list readings on assessment and define commonly used terms. (CL)