Questionnaires concerning the users of educational tests were returned by 87 school superintendents in the United States and 228 members of the National Council on Measurement in Education (NCME). Most NCME respondents were associated with colleges. The NCME sample represented measurement experts, while the superintendents represented non-measurement-expert users of tests--persons who do not have a degree related to this field of specialization. Both groups were surveyed regarding: (1) measurement issues of greatest concern to the non-expert users; (2) ways to improve communication between the two groups; (3) measurement topics of interest to non-experts which would stimulate their interest in NCME; (4) necessary level of measurement proficiency for effective functioning of non-experts; and (5) testing trends of importance to test users. There was a major discrepancy between each group's opinion of user moods toward intelligence testing, norm and criterion-referenced testing, and the use of standardized tests for accountability. NCME members' opinions of user moods were closer to those of testing critics, while superintendents were far more positive. The groups did agree on the subject of the grade level in which test users are primarily interested, and on purposes of testing, necessary proficiency levels and measurement topics of interest. The gap between the groups is wide enough to raise the question of whose perceptions are closest to those of the total population of nonmeasurement-expert users of tests. (Author/GDC)