Today, in this country, there is widespread public support for educational testing, evidenced by the large amount of state minimum competency testing legislation, and recent public opinion surveys. Despite a basically favorable view of standardized testing, parents are concerned about the effects of test anxiety and poor test-taking skills on performance, and about how tests are used. Teachers are concerned that tests will be inappropriately used to judge school effectiveness, that tests are biased, and that the emphasis on testing could narrow the curriculum. Nader's Public Interest Research Groups have been actively fighting standardized testing and promoting "truth-in-testing" legislation. These and other legislative efforts to regulate testing have focused on regulating testing companies, rather than regulating the use of tests. Based on this context, six categories of instructional activities and assistance related to testing are needed: (1) to provide testing directors with the necessary non-measurement skills; (2) to help educators meet federal assessment requirements; (3) to help in designing measurement programs that are cost- and person-efficient; (4) to demystify the testing process; (5) to prepare test takers for the testing situation; and (6) to help educators and lay persons to participate wisely in the testing process. (Author/BW)