This paper characterizes appropriate content for drill activity, gives various cognitive levels of drill exercises, and provides ways in which to measure and report students' progress on drill activities. Drill is a method of teaching that utilizes repetition to assist students in acquiring new skills and refining existing skills. The success of using drill is based on conditions relative to the students' learning abilities and the content to be learned. Content is appropriate for drill exercises if specific demonstrable performances are expected, demonstrable performances are prerequisite for further learning, and the content may be measured in terms of a correct or incorrect answer or behavior. The four types of drill exercises include model exercises which require students to copy what has been presented to them, recognition exercises which require students to distinguish and perform correct as opposed to incorrect skills, construction exercises which require students to perform specific skills, and transfer exercises in which students apply their skills to new situations. Sample exercises for drill model recognition, proficiency assessment procedures, and data collection devices are included. (Author/DE)