Classroom teachers have the best possible vantage point for constructing locally appropriate surveys and tests; the fact is, however, that teachers tend to rely on nationally mass-produced and marketed test packages. The purpose of this paper is to present a procedure for developing and refining teacher-made surveys and tests, which would be valid and reliable for meeting local needs. First, a brief rationale is given for teachers producing their own instrumentation. Next, an easy-to-apply process for developing and pilot-testing one's surveys and tests is presented, a process that requires no computers or statistics, but rather depends on open sharing, discussion, and communication with colleagues. To illustrate these procedures, an actual example of a survey used to evaluate the 1992 Arizona Leadership Academy is provided. Four figures are included. Figures 1 and 2 graphically depict factors to consider in designing locally appropriate instrumentation, and show various perspectives of "expert judges" in the instrumentation pilot-test process. Figures 3 and 4 consist, respectively, of a sample general pilot-test matrix and a pilot-test matrix of expert judges' comments from the 1992 Arizona Leadership Academy Evaluation. Appendices provide a draft of a cover letter to be mailed to pilot-test judges, an initial survey draft, pilot judges' comment sheet, and a final (post-pilot) survey draft. (Contains 20 references.) (LL)