The paper describes a study of the scope of geography achievement tests and the social studies components of national achievement tests. The research examined whether the tests' items were (1) directed primarily toward testing knowledge at the recall/memory level, and (2) comprehensive in their treatment of the discipline. Ten tests were analyzed, including the Hollingsworth-Sanders Geography Test, Iowa Test of Basic Skills (ITBS, Form 6, Social Studies), Michigan Elementary Geography Test, and NCGE Intermediate Level Geography Test (Draft 2, Parts I, II, III). Using Bloom's Taxonomy, items were classified by cognitive level as testing knowledge (memory), comprehension, application, analysis, synthesis, or evaluation. All classifications except knowledge (memory) were considered to be of a high cognitive level. Content was categorized as geographic skills, human geography, physical geography, or miscellaneous. Results showed that the majority of tests provided a balance between lower and higher cognitive questions. However, the Hollingsworth-Sanders contained no higher order questions and the ITBS contained no recall/memory items. Most tests emphasized interpretation of maps, graphs, and charts. Only three tests included questions from 60% or more of the content categories included in the analysis. The NCGE Intermediate Geography Test contained the most even spread of test items across content categories. (Author/AV)