Many problems in the areas of test interpretation and educational assessment are causing difficulties for educators. On one hand the public and legislators are requesting more state testing programs and assessment programs, while on the other, educators realize the problems concerning testing and test interpretation. Difficulties arise when tests are misinterpreted and misused. A proposed moratorium by the National Education Association is not the answer to the problem since it would destroy the continuum of data and create a critical information gap. Reporting systems based on criterion referenced measurement, the use of computers to find patterns from which to generate interpretations, and further use of adjusted scores can help to alleviate some of the problems. A moratorium on testing would only destroy the continuum of data and create a critical information gap. (Author/SM)