Methods of computerized adaptive testing using conventional scoring methods in order to develop a computerized placement test for the Test of English as a Foreign Language (TOEFL) were studied. As a consequence of simulation studies during the first phase of the study, the multilevel testing paradigm was adopted to produce three test levels varying in difficulty, with a basic testing algorithm that routed examinees through item blocks or testlets that permitted backtracking in order to review and change items. The ability to control important facets of test construction was illustrated. Resulting test levels were equated to the established scale via item response theory true score equating, and some desirable properties of the obtained score scales were identified, namely overlapping scales at the boundaries of the test levels and limits on the scores obtainable on each of the levels. Data from a preliminary validation study with 152 examinees indicated that the test was functioning satisfactorily. These examinees indicated that, although 72% had never been exposed to a computer before, 59% preferred the computerized test version or were neutral. The apparent lack of computer experience of English-as-a-Second-Language students must be considered in computerized test development. (Contains 3 figures, 4 tables, and 13 references.) (Author/SLD)