The philosophical underpinnings of the typical testing practices of speech communication teachers in regard to norm-referenced measurement contain several assumptions which teachers may find untenable on closer inspection. Some of the consequences of these assumptions are a waste of human potential, inefficient use of instructional expertise, development of negative attitudes toward school and self, and creation of mental health problems in a significant number of students. Criterion-referenced measurement was developed in response to the weaknesses of norm-referenced measurement, and the assumptions of both types of measurement receive critical attention. (Author/RB)