The author, as a testing consultant, has considered and answered 16 questions on the various aspects of testing usually asked by school staff members. The questions and answers are primarily concerned with statistical aspects of achievement tests and the best way to interpret test results to clients, parents and teachers. The need for caution in the choice of particular tests is stressed; thus, tests should be neither too easy nor too difficult for students, and tests should be chosen by a committee who specifies the particular goals for which a test should be administered. The author notes the importance of informing faculty members about the meaning of test scores and how such scores might help them in their classrooms. Moreover, in interpreting a test score one should be aware that a score reflects a current situation resulting from the interaction of various complex variables, so that judgements about a student's academic future should not be based on test scores alone. Finally, the author presents a bibliography of books and journals, dealing with various aspects of testing, to assist testers in any difficulties they might encounter in their work. (SE)