The objectives of this study were (1) to learn the classroom practices, procedures, and level of competency in educational measurement and evaluation of experienced Illinois secondary school English teachers (grades 7-12) and (2) to determine, on the basis of experienced English teachers' judgments, the desirable level of competency for beginning secondary school English teachers with a bachelor's degree. The investigators'"Questionnaire on Educational Measurement in English" and Samuel T. Mayo's "Checklist of Measurement Competencies" were sent to 500 English teachers selected at random. Among the results of the survey based on 263 replies were that (1) over 63% of the English teachers believed their present knowledge in measurement and evaluation to be sufficient for their needs, (2) the kinds of tests most often used by teachers were the essay and the short-answer examinations, (3) the most frequently used means of evaluation consisted of theme writing, (4) all teachers discussed results of tests with their students, (5) almost half of the teachers reported the regular administration of a standardized test, (6) training in educational measurement was considered valuable for beginning English teachers. [Not available in hard copy due to marginal legibility of original document.] (MP)