Uses of the variety of scores generated by standardized achievement tests are discussed. Desirable characteristics of scales, raw score scales, percent of correct items, percentile ranks, grade equivalents, normal curve equivalents, and scale scores are considered. The various meanings and purposes of each type of score are discussed. It is concluded that, for direct and easy interpretations concerning individual and group status, national percentile ranks are probably the most effective. However, normal curve equivalents are just about as good for these purposes for those who are comfortable with standard scores. Scale scores are most effective for tracking individual and group growth patterns and for most research purposes. Percent correct scales are most useful for assessing the amount of knowledge or degree of mastery, but these scores require that the interpreter be thoroughly familiar with the content of the domain and the content of the test. Number correct scores and grade equivalent scores are the least useful; however, as long as they are not used in isolation from the others, they add information and, therefore, should be included in score reports. Sample student record sheets for grade 11 associated with the California Achievement Tests are appended. (TJH)