A well-developed physics conceptual test that can be a diagnostic, a misconception, or a summative test best suited to the science major will help educators determine the level of physics understanding of the prospective science teachers at public and private high schools. Hence, the purpose of this synthesis paper is to look into the key aspects of the process of the development and validation of conceptual test instruments in physics subjects for the undergraduate level. A literature review was used to determine the process of the development of conceptual tests. The process starts with preparation or content analysis, development, validation, and pilot testing. Statistical analysis, such as difficulty and discrimination indices and biserial coefficients used by the authors of various researchers, was also included. A stable, usable, and promising form test instrument can help instructors evaluate the effectiveness of the pedagogies and new curriculum.