To facilitate the proper technical use of the test scores obtained from the administration of the tests, the curricular and psychometric characteristics of the tests are described in a series of technical manuals. This manual, the eighth in the series, contains a description of the characteristics of the North Carolina Test of Geometry. This paper describes the performance of test items individually and the test generally. The test was developed for use as an achievement test following the completion of the Geometry course of study. Its design was to serve as a normative measurement of student achievement and as an objective-based measurement of curriculum coverage. The curricular, instructional, content, and concurrent validity of the test are discussed. Included are: (1) the method for deriving test scores; (2) reliability and other statistics; (3) a curriculum assessment; (4) content of the test; and (5) test norms. The utility of the test has been determined by its statistical equivalence of core tests from year to year, its broad sampling of the curriculum across time, and its initial norms table. The goals and objectives used to assemble the test and the number of questions associated with each is appended. The percent of teachers reporting each goals/objective as basic to instruction in Geometry as well as a list of goals/objectives that were rejected for use are also appended. (KR)