Guidelines developed specifically for cases in which objectively scored written tests are to be used are described. When objective cognitive tests are properly built and used, they can serve four educationally important functions. These tests provide the instructor information on what a student can and cannot do. The instructor needs this information both to select and/or design further instruction and to decide if and/or when a student is qualified for advancement to the next unit, block, course, or level of instruction. Well constructed and properly used objective cognitive tests provide the student a guide to study and confirmation of what he is able to do. Sections provide guidelines for: (1) constructing the test; (2) informing the students about the test; (3) giving the test; (4) scoring and analyzing the test; and (5) reporting results of the test. In addition to the guidelines, some explanatory material and supporting rationale are provided. (Author/RL)