Ideally the test questions we giveto students reflect our educational objectives. Recent curriculum developments in geography show a change in these objectives, from an emphasis on imparting knowledge towards a greater stress on involving students in solving geographic problems. Most teachers, however, are accustomed to writing questions which measure factual knowledge. What kinds ofquestions can we ask which would bebetter aligned with our objectives? This paper is an attempt to indicate some such questions.It discusses aspects of test design, item classification, and styles of presentation which facilitate the preparation of tests measuring a variety of objectives. It also comments briefly on student performanceon different kinds of items.