Analyses of student responses to Introductory Psychology test questions were discussed. The publisher supplied a two thousand item test bank on computer tape. Instructors selected questions for fifteen item tests. The test questions were labeled by the publisher as factual or conceptual. The semester course used a mastery learning format in which repeat testing was conducted using alternate test forms. Standard item analysis included the percentage of students passing and correlation coefficients. The second analysis was based on a technique used in designing the New Jersey College Basic Skills Placement Test. Each question was described as a function of the probability of a correct response for students at five ability levels as defined by total test scores. A difficulty curve for each item resulted which allowed the instructor to see if the question discriminated equally well among students at each ability level or whether the item presents problems only to students in a particular ability range. Test items with identical correlations with total test scores often yielded different difficulty curves. Difficulty curves with several different slope types were analyzed as a function of the syntactic "frame" of the question. (Author/DWH)