The Conceptual Learning and Development (CLD) Model suggests four successive levels of concept learning: (1) concrete--recognizing an object which has been encountered previously; (2) identity--recognizing a known object when it appears in a different spatial, time, or sensory perspective; (3) classificatory--generalizing that two items are alike in some way; and (4) formal--naming and defining the concept, listing its attributes, and judging the presence of such attributes in an object. Once a concept is attained, the individual may use the concept in generalizing to new instances, cognizing supraordinate-subordinate relations, cognizing other relations among concepts, and generalizing to problem-solving situations. Seven subtests were developed to assess the level of attainment and use of the concept, equilateral triangle, from kindergarten through twelfth grade. Criteria for the development of this battery involved several points, in addition to the standard requirements for reliability, objectivity, and usability: it should be appropriate for group administrations to preschool through high school students; and the measures should test a concept that has perceptible representations, generally recognized definitions, and structural taxonomy; is related to the students' curriculum; and is usable in cognizing principles and in problem solving. The battery and administration instructions are appended. (GDC)