In the United States, government mandates for educational accountability have prompted an increase in testing in K-12 and higher education settings, resulting in a generation of millennial students who have undergone repeated assessment over the course of their educational careers. The cumulative effects of testing may range from increasingly antagonistic attitudes towards assessment to undesirable test-taking behavior, thereby compromising validity of inferences made from test scores. Even though validity of accountability testing is at the forefront of the debate on educational reforms, the role of students' attitudes as determinants of test scores is not well understood. The current study focused on the construction of two new measures of students' attitudes toward institutional accountability testing in K-12 (SAIAT-K-12) and in higher education (SAIAT-HE). The dimensionality of these measures, as well as their utility for examining the link between students' attitudes and test performance, are discussed.