In order to further existing knowledge about classroom testing practices, this study surveyed Ohio supervisors' and principals' perceptions of beginning teachers' needs for and proficiency in selected testing and evaluation competencies. Respondents considered typical beginning elementary and secondary teachers, rather than teachers of special education, music, art, or physical education. Usable survey responses to the 26-item rating scale were returned by 229 teacher supervisors, 313 building principals, and 44 curriculum or instruction coordinators. Four hypotheses were examined. First, beginning teachers' needs and proficiencies are similar, indicating they are well trained in testing and evaluation competencies, specifically test construction and test score use. Second, levels of training are equal for different grade levels and for rural, urban, or suburban schools. Third, testing competencies are as high or higher than teachers' reported subject knowledge, professional education competencies, and overall competencies. Fourth, supervisors and principals will agree on beginning teachers' needs, as well as on their proficiencies. Results indicated the following: (1) the teachers' proficiencies were inadequate to meet the job needs; (2) hypothesis 2 was supported; (3) hypothesis 3 was rejected; and (4) principals and supervisors agreed on teachers evaluation competency needs but disagreed on proficiencies. (GDC)