Teachers' uses of and concerns with various assessment procedures were surveyed in the Parkrose School District, Portland, Oregon. All 229 district teachers and student service staff were asked to complete a questionnaire. A total of 211 questionnaires was returned for a response rate of 92%; however, all but one of the analyses were based on the responses of 102 elementary school teachers (ESTs) and 100 secondary school teachers (SSTs). The questionnaire, a modification of an instrument developed by the Northwest Regional Educational Laboratory, examined teachers' uses and concerns regarding five categories of testing: (1) teacher-developed objective; (2) textbook embedded; (3) standardized achievement; (4) curriculum-referenced and district-developed; and (5) teacher observation and development. In the classroom, teachers used observation and judgment more than any other types of tests, and teacher-made tests were the second most popular type. Standardized achievement tests were used the least. SSTs used more teacher-made tests, and ESTs used more observation. Teachers were most concerned about improving the quality of observation and objective tests that they developed. ESTs were more concerned about the conflict with instructional time and student reaction to standardized testing. It is recommended that the district formulate and implement a district policy on testing. Two tables present survey data. Appendices provide the philosophy and proposed testing policy, teacher targets on testing, and a teacher target sheet on test construction. (SLD)