The literature related to reporting, interpreting, and utilizing test results for norm-referenced and criterion-referenced testing is reviewed; and the prerequisites and other important characteristics of a good report are described. Guidelines are also provided for the development or evaluation of reporting systems for criterion-referenced tests or test batteries that combine criterion-referenced and norm-referenced tests. The following information is covered: the uses of scores; ways of reporting scores; the problems caused by limited knowledge of tests by score recipients, particularly students and their parents; difficulties in score interpretation; and effects of the use of computer technology. Prerequisites are given for appropriate reporting systems for criterion-referenced tests: identifying the audience for the reports and their interests; matching the program to those interests; matching the reports to the sophistication of those audiences; and choosing or constructing appropriate tests. A list of audiences, their information needs and uses are presented in tabular form. Additional recommendations are made concerning report format, the use of normative information, the value of flexibility in setting cutting scores, and problems of generalizability. (Author/CTM)