The purpose of this study is to develop and evaluate test instruments for measuring content-specific dimensions of professional knowledge of chemistry teachers as well as a harmonized test instrument for measuring students’ achievement. The research project is embedded in an extensive project (ProwiN) which deals with the professional knowledge of biology, physics and chemistry teachers of different school types and federal states in Germany linked with students’ achievement. According to the definition of Shulman (1986; 1987) and Bromme (1994; 1997), three different dimensions (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical knowledge [PK]) are focused on in each subject. Therefore, the development of test instruments for the CK and PCK of chemistry teachers, which can be used in two different school types and two different federal states, is one of the aims of this study. In the next step of the extensive project, some of the tested teachers will give a certain teaching unit. After that their students’ achievement will be measured. Correlations between teachers’ knowledge and students’ achievement will be calculated to gain information on effectiveness of teaching process. This paper focuses on construction of students’ achievement test.