Rasch model statistics and domain-referenced test development methods were used in the Virginia Basic Learning Skills (BLS) testing programs and the Graduation Competencies testing program in order to increase the fairness and effectiveness of those programs. Mastery of each of the 83 objectives in reading and mathematics for grades one through three was certified on the basis of two different criteria. The difficulty level of each of the objectives was determined and located on a scale from 160 to 240. By one criterion, students whose Rasch scaled score was higher than the difficulty level of the objective were deemed competent for that objective. In addition, students were expected to answer three out of the four items correctly for each objective that they had mastered. Instances of discrepancy between these two criteria were to be resolved on the basis of other information, such as the administration of an alternate form of the test. For certification of eligibility for high school graduation, total test scores, expressed in terms of total percent correct, were used. (CTM)