The more commonly cited uses of state and local district assessment programs are addressed. The implications of seven proposed uses of state assessment data are reviewed point-by-point: (1) allocating state grants-in-aid to alleviate weaknesses in instructional programs; (2) designing instructional support programs for teachers; (3) developing state planning statements and priorities; (4) revising state minimum standards for schools; (5) reporting and making recommendations to the legislature; (6) determining if students are acquiring "survival level" skills or "minimum competencies;" and (7) determining the extent to which students in a state have attained the skills, knowledge, and attitudes reflected in the educational goals of that state. Next, the author comments on some uses of large-scale testing in school districts and some conditions that should be met if such uses are to be realized. Finally, several major obstacles inherent in developing measurement instruments and procedures in areas other than reading, language, and math are discussed. (RC)