Educators are more interested in instruction and learning than in testing per se. If evaluation, the process of gathering information for instructional improvement, could be accomplished without the quantitative, formal processes of measurement and testing, there would be no need for them. Unfortunately, informal processes are more inefficient, inacurrate, incomplete, and biased, than testing and measurement, especially with groups. Educators should thus be assertive, knowledgable consumers of standardized tests; if these tests are inappropriate, well-designed classroom tests can be useful. Student test anxiety is largely due to the consequence of testing rather than the activity itself. (Guidelines for selecting standardized tests, developing classroom tests, and a glossary of twenty measurement terms are included). (CP)