This study is to suggest some guidelines which are necessary to develop and to implement teacher-made tests for whole number computation of the children with learning disabilities. In practice, it is teachers and teacher-made tests by which evaluation for children\'s achievement is primarily conducted. While these tests may be directly connected to the actual curriculum, and readily developed and implemented, they may also be lack of objectivity. Particularly, due to their own unique needs, children with learning disabilities may not be tested under the optimal conditions, consequently it can be quite problematic to utilize teacher-made tests as evaluation tool for them. Evaluation is to see what and how children are taught and what they know, which serves preparation for the further learning. Based on this premise, when developing teacher-made tests for whole number computation of the children with learning disabilities, teachers or test developers have to 1) take the children\'s characteristics into account, 2) be discouraged to include too many items at a time, 3) try to secure the objectivity of the test, and 4) consider supports like testing accommodation during developing and conducting teacher-made tests, lest child\'s own disability makes the child difficult to express her or his ability. Key words : Children with Learning Disabilities, Evaluation for Whole Number Computation Performance, Teacher-Made Tests, Curriculum for Whole Number Computation, Testing Accommodation