Bangladesh introduced a competency-based primary curriculum in early 1990. A list of 53 competencies was considered initially, which was later shortened to 50 and then to 29. Though the list became shorter over time, the contents of the subject-specific competencies and grade-specific attainable learning outcomes, as well as their numbers were mostly the same throughout the revisions. The primary textbooks were also revised twice during this period. The test instrument to measure primary students’ achievement of competencies was first developed in 2000 under Education Watch initiative. The test called Competency-based Achievement Test or CAT was used three times in Education Watch studies. BRAC Research and Evaluation Division (RED) used the test several times to assess the learning achievement of BRAC school students. The Education Watch group members as well as the management of BRAC Education Programme (BEP) demanded a revision of this instrument.