The types of test score interpretive information considered useful to failing examinees were studied through interviews with Educational Testing Service (ETS) staff members. Research literature on interpretive information for failing test takers was reviewed, and procedures currently used at ETS were determined. Managers of 23 testing programs commented on score information currently provided. First among suggestions for improvement were tightening definitions of test content areas and developing content area scores consistent with total score results. Some examples of score interpretive information are included. Appendices include the project managers' interview questionnaire and a bibliography. (SLD)