Describes two types of criterion-referenced testing that districts can use to measure achievement outcomes of their instructional programs: a random sampling assessment plan and an item-response theory assessment plan. (Author/JM)

Outlines a method to write multiple (four) versions of each examination. Reviews some advantages and disadvantages of multiple-choice and open-ended problems. Considers the writing and grading techniques used. Reports that the examination met the consistency requirement and received a good evaluation from students. (YP)