This paper presents a summary of findings from a review of approximately 225 studies addressing the knowledge and skills of classroom teachers for kindergarten through grade 12 related to the development and use of teacher-made tests. The findings from the review suggest that little change in teachers' testing competence has occurred in the quarter century since S. T. Mayo first documented the following inadequacies in teachers' testing knowledge and training: (1) limited expertise, support, and preservice and inservice training are available to assist teachers in meeting their testing responsibilities; (2) teachers view teacher-devised testing as positively influencing instruction and learning; (3) most teacher-constructed tests contain many faults, and function almost exclusively at the recall level; and (4) teachers typically do not use test improvement strategies such as test blueprints or item analysis. Table 1 lists 32 practices, attitudes, and beliefs of teachers; and Table 2 summarizes 21 testing knowledge parameters and skills identified in the studies. There is a 109-item list of references. (Author/SLD)