An historical and philosophical perspective on the setting of standards for criterion-referenced testing is presented. The author suggests that performance standards are more symbolic than substantive. (JKS)

Political and educational consequences of standard setting for criterion-referenced tests are discussed. Suggestions for setting standards are given. (JKS)

To determine to what extent competencies to be measured by the Alabama High School Graduation Examination were being taught in the Alabama public schools, a survey was conducted of teachers of grades 7, 8, 9, and 10. Competencies that were not being taught are identified and possible explanations are outlined. (Author/EGS)

A detailed analysis of standard setting and criteria for test scores and educational decisions is presented. The author contends that present procedures are in need of re-examination. (JKS)

Cut-off scores from two approaches for setting standards are examined. Standards determined from judgments about groups and from inspection of test content are compared. Results indicate that there was neither consistency nor pattern to cut-off scores set from the two procedures. (Author/RD)