Test evaluation summaries completed by the Center for the Study of Evaluation in 1970 and 1976 were used to determine changes in test quantity and quality among elementary-level standardized instruments. In the earlier studies, the instruments were rated in four general areas: measurement validity, examinee appropriateness, administrative usability, and normed technical excellence. Ratings covered critical indicators of test quality including reported validity and reliability and quality of score distribution. To determine changes in quantity, a cross-tabulation was constructed for 1970 and 1976 data showing the number of tests available for 41 educational goal areas at each grade level. The qualitative analysis focused on tests of: attitudes, values and motivation; reasoning, arithmetic operations, and reading readiness. Quality ratings were compared for concurrent and predictive validity and test reliability. The number of tests evaluated in each educational goal area in 1970 and 1976 are included, as well as the numbers and percentages of tests rated for validity and reliability. Results indicated that the quantity of elementary level standardized tests increased greatly and that increases were proportionally consistent within subject areas. However, despite an enormous growth in the number of tests, a parallel growth in quality did not occur. (Author/JAC)