Methods to control the test construct and the efficiency of a computerized adaptive test (CAT) were studied in the context of a reading comprehension test given as a part of a battery of tests for college admission. A goal of the study was to create test scores that were interchangeable with those from a fixed form paper and pencil test. The first approach to controlling the test construct is to require the CAT to balance the item content type by constraining the amount of information obtained from each content area through algorithms developed by T. Miller and T. Davey (1999). A second approach is to allow content constraints to vary across ability levels. A third approach is to allow a variable standard error across the ability scale. Preliminary results from a simulation study show that a CAT with fixed passages and adaptive items has the potential to produce interchangeable scores with a fixed form version of the test. (Contains 2 tables, 4 figures, and 13 references.) (SLD)