The main objective of the study was to develop a standardized academic achievement test at Intermediate level in the subject of English. For the test, 59 multiple-choice items were selected. Stratified random cluster sampling design was used in this study. A sample of 12280 students including male and female from different government colleges/ higher secondary schools of Punjab was selected randomly to administer the test. The process of standardization was based on Classical Test Theory (CTT) and Item Response Theory (IRT). Mean, range and standard deviation for total sample were 33.96, 59, 13.21, for urban sample were 35.56, 59, 13.78, for rural sample were 32.13, 57, 12.28, for male were 33.63, 59, 13.05, for male (urban) were 35.18, 59, 13.55, for male (rural) were 32.12, 57, 12.35, for female were 34.34, 59, 13.39, for female (urban)were 35.94, 59, 13.99 and for female (rural) were 32.15, 56, 12.18 respectively. z-test was applied to determine the gender wise and location wise performance and values of z for Male-Female, Urban-Rural, Urban Male-Rural Male, Urban Female-Rural female, Urban Male-Urban Female, Rural Male-Rural Female were -2.96, 14.58, 9.58, 10.88, -2.23, -0.09 respectively. Item analysis was done by calculating difficulty index, item discrimination, and effectiveness of distracters. By applying Rasch model, map of latent distributions (Item-Person Map) was made and items’ parameters were estimated. The reliability of the test was calculated that was 0.92, 0.94, 0.93 and 0.93 by Split – half reliability, KR 20 reliability method , KR 21 reliability method and Chronbach,s Alpha respectively. The face validity was found to be high that is 91.47%. The content validity was also found. The study of the impact of parents’ education and favourite subject towards academic achievement were done and significant difference was found on academic achievement. This study suggests that to cover the whole syllabus of English for class 12, number of items should be enhanced.