Most seasoned test developers recognize the importance of thoughtful decision making when constructing a test. Unfortunately, many classroom achievement tests are created by novice test developed who have not received sufficient instruction in item writing (G. Gulliksen, 1986; R. J. Stiggins, 1991). The result is often a test that is poorly constructed and scores that may not be reliable and valid for the purposes intended (Stiggins and N. J. Bridgeford, 1985). Three basic precepts in test construction are outlined: (1) The test developer must identify the purpose of the test; (2) The test developer must identify a plan for the test, reflecting substantive content and the cognitive processes necessary for completing the item task; and (3) The test developer must identify an appropriate format for the test. Adherence to these precepts will assist even beginning test developers to construct appropriate measures for evaluation of local instruction. (Contains 1 chart and 17 references.) (Author/SLD)