Historically, the study of measurement and evaluation has not been highly valued by elementary education majors. In fact, research suggests that only a minority of teachers show evidence of adequate preparation in these areas. To motivate students to have more interest in the subject, this study examined the contents of a tests and measurements course and its relevance to the needs of elementary school teachers. A survey instrument was developed and each of 42 students in the Spring 1992 class was required to contact 3 elementary school teachers to provide responses. These practitioners were asked to determine which information, from a provided list, was pertinent to the course's content. For content validity, information was taken from the course text Tuckman's "Testing for Teachers" second edition (1988). Students were promised that any content claimed to be unnecessary would be dropped from the class curriculum. The main body of this document provides the results of 123 responses to the survey instrument distributed by grade levels. Most of the teachers surveyed were from grades 1-5. Results indicate that the vast majority of subject matter included in the Tuckman text appears to be needed by practitioners; no additional content was suggested, and appropriate use of existing material was recommended. A copy of the Diagnostic and Evaluative Procedures in Education Survey is appended. (LL)