This study was intended to establish "base-line" data with respect to teacher utilization of available microcomputer software for the purposes of: (1) generating teacher-made appraisals; (2) scoring/analyzing teacher-made appraisals; and (3) assigning and recording grades. Differences in reported utilization at the K-4, 5-8, and 9-12 grade levels were also examined, and an estimate was made of the use of various microcomputer systems in MECC (Minnesota Educational Computing Consortium) member schools. A sample of 300 schools was selected from the MECC national membership mailing list, and survey forms were mailed to the contact person named on the MECC mailing list. Responses were received from 217 schools (72%) in 40 states; the number of responses per state varied from 1 to 35. Respondents were asked to estimate the percentage of teachers in their school district using microcomputers for the three specified purposes. Results of the survey reveal that classroom teachers make relatively little use of microcomputers to generate or score/analyze teacher-made appraisals. Although greater numbers of teachers were using computers in assigning and recording grades, only half of the respondents indicated that this practice was employed by more than 10% of the teachers in their school district. It was found that teachers at grade levels K-4 use computers much less frequently than teachers at higher grade levels across all three applications, while teachers at levels 9-12 used computers with the greatest frequency. Apple computers were found to be almost universally available (99%), followed by Macintosh (65%), and IBM/IBM compatible (63%). It is concluded that the development of inservice workshops and training programs for teachers that demonstrate the use of software for testing could result in both a reduction of teacher time and effort and an enhancement of the quality of classroom assessment procedures. A copy of the survey form is appended. (8 references) (BBM)