The primary objective of the present study is constructing and normalizing mathematics scholastic achievement test for the assessment of the first grade high school students’ learnt materials in Chabahar County. The study was implemented in three stages. In the preliminary stage, six students were presented with 70 questions in two turns, 35 questions each. The second stage was the experimental implementation of the test in which 70 questions were administered to 56 students and the test’s statistical specifications, including the difficulty level and the question recognition power, were analyzed based on a classic model. The remaining questions were arranged based on difficulty coefficient and distributed in two forms (each containing 30 questions) to be later on given to the whole study sample reaching in volume to 600 students. The two test forms’ reliability rates were measured based on Cronbach’s Alpha method equal to 0.82 and 0.80, respectively. Moreover, factor analysis method made it clear that the mathematic test in the first exam form is comprised of three factors: “algebra; mathematical concepts’ understanding; and, calculations”. As for the second exam form, it was found comprised of three components: “geometry; algebraic; and, solving equations”. The study results were also indicative of the idea that there is no significant difference between the girls and the boys’ performance in first grade high school mathematics.
