An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in Alabama, Florida and Georgia, responded by mail to the instruments. Results indicated teachers have only a moderate understanding of classroom testing principles, even though they have completed a substantial amount of measurement training. Measurement training practices do not seem to be any more effective now than they were over 15 years ago. Such findings suggest a need for qualitative change in preservice and inservice measurement training. Questionnaire results showed that teachers prefer certain test purposes, instructional objectives, and types of items for their teacher-made tests. (Author/PN)