The usage of tests in teaching history in Lithuanian comprehensive schools should be considered as a new phenomenon. One of the first steps in this direction was made in 1997, when Dutch specialists in teaching history organized a seminar where history teachers in Vilnius were told about preparation of tests and application of historical sources in teaching history. For the fist time, history test was presented to students in May 1998 on a large scale. Tests were started to be used during state examinations and were also generally used in teachers’ work practice. The article analyzes the aspects of history tests’ preparation for schoolchildren in comprehensive schools. According to the provisions of General Programmes (2008), the results of Education Development Center‘s project “Creation of standardized tools for comprehensive schools to evaluate and self-assess schoolchildren’s achievements”, and according to the history tests’ preparation practice in USA, the guidelines for forming modern history tests are presented. It is concluded that teachers should follow the document of General Programmes when making history tests. It regulates the content of history education and it distinguishes four practice areas. Test questions should focus on all components of historical development – reasons and consequences of events, their peculiarities, historical individuals, concepts. There should also be questions about place and time of events, and tasks created to analyze and interpret historical sources. Tasks for different cognitive skills have to be presented in the tests. The tasks should also be made for schoolchildren with different achievement levels
