This teacher's manual describes major ways in which the accompanying Item Bank can be used--that is, for achievement tests, diagnostic tests, the introduction of new topics, stimulus for class discussions, evaluation of curriculum and teaching methods, and as models for constructing multiple-choice questions. Rationale for the use of multiple-choice questions and the parts of a typical entry in the Item Bank are included. The steps in constructing tests to evaluate mathematics skills are outlined, including the preparation of a content-cognitive grid for item selection for tests on mathematics formulae and rules. Test validity, reliability, and three types of item analysis (facility, discrimination index, and distractor analysis) are defined. Storage of item statistics and preparation and selection of items for acceptance into the Bank are discussed. The appendices present full versions of the mathematics content axis and cognitive process axis used to organize the Bank. Their purpose is to enable teachers to quickly identify those items which are most relevant to their needs. A major feature of the Banks are the choices offered, which enable teachers to choose the questions which fit their curriculum. (JAC)