This paper presents findings from a study of teachers' and principals' testing practices. The research included a nation-wide survey, exploratory fieldwork in preparation for the survey, and a case study inquiry on testing costs. Teachers and principals share misgivings with some of the research community about the appropriateness of required tests for some students, and about their quality and equity. Teachers seem to use test results temperately--as one of many sources of information. As a result of required testing, more time is spent in teaching basic skills and less attention can be paid to other subject areas. The survey also suggests that those in the education and testing communities have paid far too little attention to the matter of teachers' assessment skills. Teachers essentially receive neither training nor any kind of supervision nor any supporting resources in the development of their own tests. Given their frequency and importance at the elementary school level, the findings also suggest curriculum-embedded testing as another neglected area of inquiry. Finally, formal measures should have three important qualities: a close match to curriculum, immediate availability and accessibility, and feelings of ownership. (BW)