Criterion-referenced measurement has been hailed as one of the most significant developments in the recent history of educational evaluation. Its presence should be felt in the social studies over the next few years. The first part of the paper illustrates the differences between criterion-referenced and norm-referenced measurement--purpose for which the test is constructed; manner in which the test is constructed; specificity of information yielded; uses to be made of obtained test information--and traces the historical development of both, with particular attention to their influence on social studies testing. The second part of the paper describes the implementation of criterion-referenced testing in the social studies classroom--developing social studies objectives; setting appropriate standards; developing test items that measure attainment of objectives--and examines some of the major questions regarding this new trend in educational measurement. (Author)