At Santa Fe Community College, the development of a biology course and departmental final examination was accomplished in the following stages: (1) faculty reached consensus on course content, major objectives and sub-objectives; (2) faculty contributed final examination questions corresponding to the 10 major course topics to a pool for review and, pending faculty approval, to a computerized test bank; (3) a computer program was used in the selection of items from the test bank, in coding the items for various purposes, and in inputting essay exam answers; (4) a single departmental final examination was generated from the bank of questions; (5) exam results were analyzed to assess test reliability and the difficulty of each item; (6) information from the item analysis was used to edit or delete poor questions; and (7) faculty received a breakdown of test results providing mean student scores. The other core courses in Santa Fe's general education program underwent a similar development process, leading to the following conclusions: testing systems should be developed along with the curriculum rather than being externally imposed; faculty acceptance of the use of computers in instruction is important; and item analyses should be shared with faculty. The bulk of the report consists of instructions for faculty on using the testing system and samples of exam analyses. (LAL)