The purpose of this study was to construct a device to measure the cognitive outcomes of inquiry social studies among fourth through sixth grade students. Seventy-five items judged to reflect the cognitive levels of comprehension, application, analysis, and evaluation formed an experimental test given to 694 students. The students were enrolled in either "Man: A Course of Study," or in the Taba Social Studies Curriculum. Item analysis was employed to select the 40 items which functioned best to create a Test for Inquiry Social Studies (TISS). As an added measure of validity TISS was administered to 342 students enrolled in traditional textbook programs. T-tests indicated superior performance by inquiry students over non-inquiry students and that TISS is discriminating enough to detect the difference. Analysis of readability level and average difficulty suggested that the test is appropriate for fourth through sixth graders. Content validity was established through the use of two panels of experts, one dealing with item content, the other with cognitive behaviors. Statistical analysis for internal consistency yielded high coefficients. Appendices include a copy of a Test for Inquiry Social Studies. (Author/BC)