METHODOLOGY BASED ON FACET THEORY (MODIFIED SET THEORY) WAS USED IN TEST CONSTRUCTION AND ANALYSIS TO PROVIDE AN EFFICIENT TOOL OF EVALUATION FOR VOCATIONAL GUIDANCE AND VOCATIONAL SCHOOL USE. THE TYPE OF TEST DEVELOPMENT UNDERTAKEN WAS LIMITED TO THE USE OF NONVERBAL PICTORIAL ITEMS. ITEMS FOR TESTING ABILITY TO IDENTIFY ELEMENTS BELONGING TO AN ORDERED SET (ANALOGY TESTING) WERE CONSTRUCTED ON THE BASIS OF FACET DESIGN, AND THE ELEMENTS OF THE SET WERE PRESENTED IN SIMPLE DIAGRAMMATIC DRAWINGS. THE TWO TESTS DEVISED IN THIS PROJECT WERE AN ANALYTICAL ABILITY TEST AND A MECHANICAL COMPREHENSION TEST. THE ATTRIBUTES, FUNCTIONS, AND ARRANGEMENTS EMPLOYED IN THE ANALYTICAL ABILITY TEST WERE DESCRIBED. THE ITEMS EMPLOYED IN THE ANALYTICAL ABILITY TEST WERE OF THREE CLASSES (1) CLASS A - WHERE FIGURES VARIED IN SIZE, DIRECTION, OR PLACE, (2) CLASS B - WHERE SHAPE WAS AN ATTRIBUTE WHICH VARIED, AND (3) CLASS C - WHERE FUNCTION WAS EXHIBITED BY DIFFERENT ATTRIBUTES OR DIFFERENT SETS OF VALUES OF AN ATTRIBUTE. DESCRIPTIONS WERE INCLUDED OF (1) DISTRACTORS OF THE ANALYTICAL ABILITY TEST, (2) ANALYTICAL ABILITY TEST BOOKLETS, (3) ITEMS OF THE MECHANICAL COMPREHENSION TEST, (4) MECHANICAL COMPREHENSION TEST BOOKLETS, AND (5) SOME NEW METHODS OF ITEM ANALYSIS. DATA COLLECTION INCLUDED THE ADMINISTRATION OF THE CONSTRUCTED TESTS TO A SAMPLE OF 637 PUPILS IN GRADES 7, 8, AND 9. CONCLUSIONS WERE (1) FACET DESIGN COULD BE EMPLOYED IN ITEM CONSTRUCTION, (2) THE DEGREE OF SUCCESS (TEST DEVELOPMENT) ACHIEVED WAS UNEVEN, DIFFERING WITH THE KIND OF TEST AND THE NATURE OF ANALYSIS CONDUCTED, AND (3) VARIOUS REGIONS OF CLASSES, ARRANGEMENTS, AND FUNCTIONS, AS WELL AS THE SUBTESTS OF THE MECHANICAL TEST SHOULD PROVE IMPORTANT FOR PREDICTIVE MEASUREMENT. (RS)