Three key areas are outlined dealing with the development of public understanding of testing: (1) Why tests are administered in schools: needs assessment, instructional program evaluation, materials selection, reporting to public, documenting individual growth, diagnostic analysis and planning, and instructional grouping. (2) Types of tests used, featuring explanations of achievement tests, Scholastic Aptitude Tests, interest tests, specialized aptitude tests, and personality tests. (3) Interpretation of test norms, raw scores, grade equivalent scores, percentile ranks and stanines, I. Q. scores, and summarizing results (medians and quartiles). Methods used to chart test results of a school or district are discussed and suggestions made for the basic tools needed, the need for minimum use of numbers, and the facility of percentile ranks. Tables and charts for presenting statistical information are proposed, and suggestions include highlighting specific skills, comparing aptitude and achievement, and charting growth from grade to grade. Finally, in discussing results and school accountability, the following are proposed: assume leadership--an advocacy position in identifying discrepancies in pupil performance (needs), relate results to instructional efforts, discuss resource needs of the district and school, outline noninstructional problems the school and community must address, and approximate accountability. (RC)