General guidelines exist for reporting and interpreting test scores, but there are short comings in the available technology, especially when applied to criterion-referenced tests. Concerns that have been expressed in the educational measurement literature address the uses of test scores, the manner of reporting scores, limited testing knowledge among users, presentation of results to parents and students, and use of computer technology to report test scores. Several activities must occur before high quality test score reports can be prepared. These activities include the specification of information needs, building a testing program consistent with needs, identification of audiences and their levels of testing knowledge, proper test selection, and proper test construction. A rating system which can be used in designing or evaluating criterion-referenced test score reporting systems is presented, based on a logical analysis of criterion-referenced tests; current uses of the tests; and information needs of parents and students, building administrators, and district administrators. This rating system is organized around seven major categories of concern: information about objectives, information at the item level, information at the objective level, information at the subtest level, subject summaries, specialized services, and general services. (BW)