A study of elementary school teachers in California schools was conducted to determine the amount of testing they administered. Yearly state assessment tests, standardized norm-referenced test batteries, criterion-referenced tests, minimum competency tests, and teacher-made, curriculum-embedded tests were used. Testing in most areas was more frequent in upper elementary levels than in primary grades. Test results provided teachers with an estimate of the ability of new students. Required test results functioned as a standard of comparison, while teacher-made tests were used for instructional decision making. Teachers' attitudes toward required testing programs were generally negative. Test use was influenced by grade level, availability of classroom aides, and years of teaching experience. Results of the survey indicated required standardized tests comprised a small fraction of classroom assessment activities. Curriculum-embedded tests were more prevalent and played a larger role in instructional decision making. They had more validity for teachers in terms of appropriateness for students and curriculum coverage. Most teacher training related to testing occurred during preservice education. Staff development activities might increase teachers' knowledge of new approaches to testing. (DWH)