The construction of objective tests for native language reading comprehension is described. The tests were designed for the early secondary school years in several kinds of schools, vocational and non-vocational. The description focuses on the use of the Rasch model in test development, to develop a large pool of homogenous items and establish item difficulty. Each item consists of a passage or text with a maximum of 250 words and one multiple-choice question with four alternative answers. (MSE)