To permit local districts to exercise their option to use standardized tests for state-mandated evaluations, a test rating form was developed. A key concern was the percentage of state approved reading and mathematics skills measured by a test, rather than the test's value for other uses. Other content concerns were readability and cultural and sex bias. Most technical criteria were straightforward, but additional issues included extrapolation of grade equivalent scores and the consistency of mastery decisions resulting from the test. Mathematics, reading, and vocabulary tests only, from fourteen standardized achievement batteries were reviewed by three committees: technical, reading, and mathematics. Reading content ratings (representing content validity, readability, and bias) ranged from 0-8 of the maximum 10 points available; mathematics content ratings were either 2 or 5. Technical ratings for both subject areas were much higher--ranging fron 29-50, or 52-89% of the possible score. It was recommended that bias and technical adequacy be considered independently of content validity. The first two issues should be handled by the state; content validity is the responsibility of the local district. (The rating form and basic skills objectives are appended.) (CP)