Evaluation and assessment procedures of Ontario, Canada principals and teachers at the Intermediate level (grades 7 and 8) were examined. Extensive questionnaires were returned by 134 principals and 225 teachers divided across the subject areas of English, Mathematics, Science, Languages, History, Home Economics or Shop, Arts, and Physical Education. The information elicited from principals and teachers dealt with ongoing assessment procedures, use of published tests, communicating achievement to parents, and training for assessment. There was a consistent tendency for academic skill area teachers, especially English and Mathematics, to use more formal and varied methods of evaluation and assessment, while non-academic skill area teachers reported a greater number of difficulties associated with assessment. All teachers indicated a desire for more standardized instruments, and for more training in the area of assessment procedures. The results also suggested that in many ways, grades 7 and 8 present an extension of the procedures and practices used at the elementary level. (Author/BW)