A wealth of instructional information is intrinsic to standardized achievement tests. Most practioners fail to realize the availability or potential of item analysis information or are unable to utilize such information appropriately. Achievement tests have not fully accomplished their purposes if the information derived stops at just test scores without the tests affording the information concerning pupils' responses to the items in the test battery. Such information can then provide a real basis upon which teachers can build an effective instructional program in the areas tested. This paper provides a rationale for an unconventional yet meaningful item analysis and describes the procedures which will lead to greater implementation of item analysis data. (Author)