Teachers' use of classroom tests and test items was examined by level of teacher training in tests and measurement, grade taught and subject area taught. A survey form was developed that contained questions about training in tests and measurement, subject areas and grades taught, from what source test items were taken, hours spent in testing-related activities, the percent of students' grades based on test scores, use of six types of test items, and use of five types of tests. A random sample of 555 practicing elementary and secondary Wyoming teachers participated (81 percent response rate)--a sample size adequate for analyses by grade level. Mean frequency of test and item use was calculated by amount of training, by grade level, and by content area. The significance of differences in usage were assessed using multivariate analysis of variance followed by univariate tests. The results of significance tests indicate that there are clear differences in testing techniques used by teachers at different grade levels in different subjects. Differences in test use were found between teachers with two or more tests and measurement courses and teachers with no coursework or one course. (PN)