This paper presents an overview of the design features that were developed for the Content Analysis Project. The purpose of the project was to examine the congruence between a state's test in eighth-grade mathematics and that used by the National Assessment of Educational Progress. The results of this analysis were then to be used to determine whether the identified differences between the state assessment and the NAEP were sufficient to account for the magnitude of the differences between proficient performance on the two tests. A second purpose was to develop a model process states could use to compare their frameworks and assessments to NAEP in mathematics and in other content areas, such as reading and science. The paper presents details about three design features of the comparison study: (1) the use of expert judgment; (2) the importance of viewing the test from multiple perspectives; and (3) the implementation of a multiphase process for comparing the tests. Some of the limitations of the study are outlined. An appendix summarizes the phases of project development. (Contains 20 references.) (Author/SLD)