Criterion-referenced testing is designed to determine the student's ability to perform a specified skill within a comprehensive task. To measure the student's degree of development or growth, a teacher-made test is used. This test is used as criterion-referenced in the measuring of a student's degree of achievement of specified behaviors within a delimited parameter. The test becomes normative based when the teacher assigns a numerical quantity to each paper for the purpose of grade distribution. With criterion-referenced tests, measuring growth can be accomplished through either positive or negative behavioral observations. With established behavioral objectives, teacher-made tests and classwork are excellent for criterion referencing. For the skilled psychometrician, normative based testing is a limited sampling of behavior that is done according to specific prerequisites. Norm testing focuses upon sorting and selecting students for placement into the educational curricula. By doing a detailed analysis of errors made on normative testing, the examiner can obtain a more detailed picture of the child than by using the actual standard score only. Thus, the skilled examiner is better able to relate testing observation to behavior displayed within the classroom setting, as well as viewing each test or subtest as to its component parts of incoming stimulus, understanding stimuli or expressive reaction. The skilled teacher must also, through observation, view a given task in the form of task analysis. From this, both the examiner and the teacher can determine the instructional level for the child and agree as to the remedial approach to be used. (DB)