Two papers are presented as part of the Effects on Testing Project. The first paper, "The Effects of Testing on Teaching and Learning" (Joan Herman, Shari Golan, and Jeanne Dreyfus), describes a study focusing on standardized, norm-referenced tests. A questionnaire was administered to 85 teachers (kindergarten through grade 12 levels) attending a conference. The 131-item questionnaire was designed to determine: (1) the effects of mandated norm-referenced testing on curriculum and teaching; (2) variables that mediate these effects; and (3) the extent to which the results of testing represent school improvement. The study found that significant pressure on teachers improved test scores, teacher attention to test scores, and instructional time devoted to testing. Teachers did not report that emphasis on testing was narrowing the curriculum. The second paper, "Psychometricians' Beliefs about Learning" (Lorrie A. Shepard), examined, through interviews, the beliefs of 50 school district test specialists about learning. A majority operated from implicit learning theories encouraging close alignment of tests with curriculum and the judicious teaching of tested content. Beliefs associated with criterion-referenced testing were associated with a model of learning requiring sequential mastery of learning skills and behaviorally explicit testing of each learning step. Two tables and nine figures are appended to the second paper. (SLD)