This report provides a profile of state testing programs in 1992-93, as well as a view of classroom testing practices by state, school district, school, or individual teacher. Information, taken from a variety of sources, including the National Assessment of Educational Progress and a General Accounting Office study, indicates that the multiple-choice test remains dominant. The most prevalent purposes of state programs are accountability, instructional improvement, and program evaluation. Virtually all states test in mathematics and language, and most also test in science, writing, and social studies. Thirty-eight programs include writing samples, and 34 states use norm-referenced tests while 34 use criterion-referenced tests. Seventeen use some form of performance assessment, and six collect student portfolios. At least 36 percent of all students were tested in state programs in 1992-93. Only one state uses a norm-referenced test for high school graduation purposes, while 20 use criterion-referenced tests. In the classroom, in contrast, non-multiple-choice tests appear to be the predominant mode. It is also concluded that patterns of traditional and alternative testing in the classroom are very similar for students of different races, ethnicity, ability groups, and resource adequacy. Fifteen figures and three tables present study information. Document notes refer readers to information sources. Four appendix tables amplify the information. (SLD)