This document presents five scenarios, each referring to a means of assessing learning. These examples are then used to discuss pitfalls faced when tests are used to assess learning, and the conclusion is reached that testing should play a supportive role only, not a major role in the quest for excellence. Effective schools research shows that testing is only a part of the assessment of student progress; moreover, more than one type of testing should be used. Criterion referenced tests are a better vehicle for assessing student progress in any given area, as compared with norm referenced tests (NRT). When NRTs are used, instead of looking at one mean score, it is necessary to look at test data in a variety of ways: (1) by parent (particularly mother's) education level; (2) by socio-economic status group; (3) by race; and (4) by aptitude. In the quest for academic excellence, many districts are now looking at a number of factors which are indicators of excellence rather than merely test scores. (PN)