This study reports on the development, administration, and analysis of a test of collocational knowledge for English-as-a-Second-Language (ESL) learners of a wide range of proficiency levels. Through native speaker item validation and pilot testing, three subtests were developed and administered to 98 ESL learners of low-intermediate to advanced proficiency. Descriptive statistics and reliability estimates for the test administration are calculated, and the characteristics of the test items, subtests, and response modes were examined using traditional item analysis, Item Response Theory, and generalizability theory methods. Two of the three subtests were found to perform well as norm-referenced measures of construct, and areas for further testing and research were pinpointed. Observed collocational knowledge was found to correlate strongly with a measure of general ESL proficiency, while length of residence had negligible predictive power of collocations on test performance. Exploratory factor analysis revealed that collocations items tended to load on different factors from general proficiency items, giving preliminary evidence of construct validity. Extensive references and quantitative data, displayed in various scatter diagrams, bar charts, and other graphics and figures, are also provided. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/KFT)