The current popularity of criterion-referencing has been demonstrated in attacks on standardized tests and the increasing use of criterion-referenced instruments in state assessments. Much of the advocacy of the criterion-referenced test, however, seems to be less an illustration of that test's merits than an attack on the supposed deficiencies of the norm-referenced test. It is argued that norm-referenced tests are automatically biased against minorities, "do not help the learner to learn." and are not related to today's curriculum. It is pointed out that while such arguments may be true of some norm-referenced tests, criterion-referencing does not automatically correct such shortcomings. It is also pointed out that both types of tests have a place along the continuum of measurement uses and that publishers must take the lead in developing appropriate instruments for the teacher's use, whether these be called formative, criterion-referenced, or diagnostic. Finally, it is pointed out, the criterion-referenced movement can be a process which forces one to be clear about goals before one starts. (Author/CK)