Tests of achievement in economics have a variety of uses. Their principal role is to evaluate how successful students have been in learning economics on a particular course, either overall or in particular aspects of economics. They may also serve to provide evidence about the efficacy of specific teaching materials and/or strategies. Finally, they may be used as diagnostic instruments to assess the progress and difficulties of individual students. A standardized instrument for use in British schools is not currently available. The United States, on the other hand, has developed such tests for assessing the whole range of students, from primary through to university. This paper describes the process of trying out the U.S.-developed Test of Economic Literacy (TEL) in the United Kingdom in May 1989. The development and norming of this test in the United States is discussed, and reservations are expressed about the use of multiple choice tests in general to measure economic understanding. Finally, the United Kingdom trials are reported, norming data are presented in 12 tables, and some comparisons are drawn with the U.S. data. A 9-item bibliography is included. (JB)