This paper suggests that clear understanding and articulation of explicit instructional objectives combined with the use of a simple table of specifications can significantly improve the quality of teacher-made tests. Topics addressed in these guidelines for the construction of tests by teachers include: instructional objectives, types of tests and associated characteristics, test content selection, and the development of tables of specifications. Bloom's Taxonomy, which classifies objectives into three major domains (cognitive, affective, and psychomotor), is used as a basis for the discussion. Criterion-referenced tests (including mastery tests) and norm-referenced tests are characterized. Hypothetical instructional objectives for a simple geometry test are outlined and placed within a table of specifications. (TJH)