Educators are called upon to improve the quality of classroom tests to enhance the learning of content. Less faculty concern for tests than for other features of instruction, compounded by a lack of knowing how to assess different levels of learning with test questions that measure complex processes, appear to generate poor quality classroom tests. Research indicates that publisher supplied items and many instructors' tests include mostly recall items requiring students to memorize details and to study little else. This results in a deficiency of analytical skills (the higher order processes of application and evaluation) and a decrease in content learning. (PN)