Indicators of current issues and concerns in the assessment of science teaching and learning outcomes are discussed. The greatest public attention to science test scores is devoted to scores from assessments that are external to schools, including national assessments such as the National Assessment of Educational Progress (NAEP), international assessments, and state-mandated assessments. Interest in attitudes toward science is an area drawing increased attention, although the field is hampered by a lack of a theoretical base. Another area of current interest is computer applications in assessment. Literature on computer assisted testing is reviewed, emphasizing: (1) the use of item banks; (2) evaluation of student data from laboratory exercises; (3) computer-generated homework problems and quizzes; (4) computerized feedback in the classroom; (5) advantages and drawbacks to computerized assessment; (6) computerized diagnostic testing; (7) computer managed instruction; and (8) the impact of interactive video. Alternative assessments have been the focus of several studies. The data collecting, storage, and analysis capabilities of the computer make alternative technology-based assessments increasingly attractive. There is a 70-item list of references. (SLD)