This study investigated the feasibility of concurrently and randomly sampling examinees and items in order to estimate group achievement. Seven 32-item tests reflecting a 640-item universe of simple open sentences were used such that item selection (random, systematic) and assignment (random, systematic) of items (four, eight, sixteen) to forms were varied. Twenty-four second or third grade populations were randomly selected. Analysis of Variance was used to examine the data. Nonsignificant differences were observed with respect to item selection, item assignment, and number of items per form. Results support the appropriateness of the procedure for estimating group achievement. (Author)