The conference is divided into three sections: (1) constructing examinations so that they will be valid measures of important functions; (2) defining the nature of the verbal factor as used in aptitude test batteries; and (3) establishing the type of norms most useful and important for the interpretation of achievement test scores. Papers are entitled: Item Selection to Maximize Test Validity; Criticisms of Commonly Used Methods of Validating Achievement Test Items; The Validity of Novel Types of Achievement Test Exercises in Relation to Instruction; Transferring Field Situations to Test Exercises at the Air University; Planning a Test by Reverse English; The Criterion; Why a Verbal Factor?; Vocabulary as an Arbitrary Definer of the Verbal Relations Factor; Delimiting the Verbal Factor; Verbal Factors; The Relationship Between Verbal Factor Scores and Other Variables; The Verbal Factor from the Consumer Point of View; The Value of Norms Based on a New Type of Scale Unit; Norms and the Individual Pupil; Norms and the Individual Community; Norms for Scholastic Aptitude and Achievement Tests of Independent Secondary School Pupils; Norms of Achievement by Schools; and Some Basic Problems Concerning Achievement Test Norms at the Elementary and Intermediate Grades. (MH)