This report summarizes the results of two educational policy studies: (1) an analysis of current problems in teacher competency testing; and (2) an exploration of educational testing and evaluation research and development needs. In the first study, information on teacher competency testing was gathered from a literature review and meetings with representatives from seven educational organizations. The problems with several methods of evaluating teacher coopetency are discussed: the observational approach; outcomes approaches (student achievement); and teacher readiness. It is suggested that both technical and professional approaches using multiple criteria for judging teacher competency be pursued. The second study summarizes the views of prominent scholars at a meeting on educational testing and evaluation research priorities. Research is needed on the concept of validity; new kinds of testing (higher order skills, school curriculum, and diagnostic testing); comprehensive information systems; the effects of current testing; and cost-efficient analyses for educational decision-making. (BS)