Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis-a-vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what…

Some unfinished issues relating to achievement test theory that seemed implicit in the basic idea of criterion-referenced testing are reviewed, recognizing their importance in current studies of authentic assessment and performance-based tests. The future of performance-based evaluation is explored. (SLD)