The plan calls for a six stage development process. Stages one and two represent a needs assessment for testing, in which the target population and general subject areas to be assessed are determined. The remaining four stages are performed for each test developed. They include: item pool development, item filtering at the technical and lay levels, and actual test performance by item. The plan for test development is based on two assumptions: (1) that with all the tests that have been developed over the years, there are many good or modifiably good items available in most assessment areas; and (2) it is easier for people to select items relevant to a curriculum and culture than it is for them to write such items. In order to assess the testing needs in the Department of Education, leading members of the administration were interviewed and asked to rate the importance of assessing the various subject matter areas. In addition, they were asked to indicate at what grade levels such assessment should take place. Based on this information and item availability, a minimal test construction program was adopted for the 1972-73 school year to test the model. It consisted of creating assessment instruments in English reading and science at the sixth and ninth grade levels. This program was begun in October 1972. A similar development program is planned in other areas over the next two years. (Author/JM)