A neglected element in designing tests is that of publicness, that is, the extent to which test specifications are understandable and usable by all interested parties. Issues related to content validity, such as test bias and instructional sensitivity, become accessible to these parties once content validity and design have been adequately described. Applying mathematical and set theory concepts, this paper explores procedures for determining content validity based upon "judged" degree of match between domain specification and item. The notion of degree of "belongingness" of an item to its domain and accompanying "fuzzy set" rating scale were applied to rating the match between given test items and test specifications. Since the form of specification did not provide sufficient guidance to raters for consistent and reliable judgments, an Item Rating Scale was created to distinguish important item dimensions in achievement tests and to thus provide structure for raters' judgment of congruence. The instrument is viewed as a training intervention for those responsible for test selection, item selection from banks for the purpose of assessing objectives, and for test item construction and review. Plans for review and completion of this study and for presentation of results are indicated. (Author/AL)