This document contains three papers from the Test Use Project of the Center for the Study of Evaluation. A preliminary assessment model is described in the first paper, "Contextual Examination of Test Use: The Test, the Setting, the Cost" by J. Herman and J. Yeh. Empirical findings are sought about the nature of testing and its actual use or non-use in schools. To frame an understanding of testing practices, the model examines various achievement test types used in instructional decision-making. Test characteristics, settings or contexts used, and financial, student opportunity and psychological costs are considered. phase I of the project will culminate in a national survey of teachers and administrators to learn how educators think about and use achievement testing results. Preliminary interviews with elementary and secondary teachers, principals and other school personnel are discussed in the second paper, "The Conduct of Testing from the Classroom Perspective" by D. Dorr-Bremme, C. Lazar-Morrison, and J. Lehman. Findings concern the range of assessment devices and amount of time used in evaluating students. The national survey pilot-test is discussed. In the third paper, "The Design of Testing Programs with Multiple and Complementary Uses" by J. Burry, the three-district preliminary interviews are discussed in the third paper as examinations of educators' views about multiple and complementary uses of assessment in external accountability and instructional decision-making. Design factors such as organizational influences, leadership and policy are considered. (Author/CM)