This study surveyed 53 master's level students in two tests and measurement classes to determine if and in what fashion they had been victimized by testing and evaluation. The purpose of this activity was to acquire personal data which could be used to both dramatize and formulate criteria for the construction of classroom tests. A majority of students felt they had been victimized, and their experiences were at all educational levels--elementary and high school; undergraduate and graduate school; in the military and in higher education. These experiences illustrated procedural infringements related to validity, reliability, interpretation, and administration of tests. (Author)