Rasch calibration permitted the development of short achievement tests that were economical in testing time, and could be developed in a series of difficulty levels to suit student individual differences. Furthermore, these tests were of adequate reliability for practical educational measurement when individual students were assigned to tests of appropriate difficulty level. A variety of test placement strategies were considered and several were tried. Two formal procedures involving the use of a pretest screening tool for level assignment show promise of effectiveness but in the research described here tended to place many children in a test which was somewhat too difficult for them. The use of screening tests still is considered very promising although it is recommended that in the future criteria for test placement be modified so the students would be placed one, or perhaps two, levels lower than they were in the field test of these prototypes. It is further recommended that any students who get raw scores under 5, or over 25, immediately be retested with a more appropriate level to forestall the dramatic measurement error increases which occur when those limits are exceeded. (Author/BW)