This paper describes the methods used for revising the Cincinnati Mathematics Inventories, a battery of criterion-referenced tests of basic skills used in the Cincinnati Title III program and other city-wide special programs. Each of these tests is designed to cover a half-year of work; items are included to sample skills listed in the Catalog of Basic Skills used in the system. The tests are used in grades one through eight. The procedure by which the tests were revised involved twelve sequential steps. Skills listed in the catalog were revised, and items were individually examined to test their coherence with the revised skills. Item statistics (r-biserial and a difficulty index) were computed and negative discriminators were eliminated. Teacher criticisms of items were used in revising or discarding items. Items were compared on the basis of statistical properties with others from the same skill areas or strands to determine acceptability. Four criteria were used in selecting among items remaining in the pool. The author describes this method as an unorthodox combination of criterion-referenced and norm-referenced techniques which is dynamic, responsive to change, and acceptable to educational decision makers in Cincinnati. (SD)