The central assumption in domain-referenced testing (DRT), as presented in this book, is that a domain may be determined which adequately represents a particular universe of knowledge. After a domain has been established, the technological and practical problem of using domain-referenced testing must be solved. This book contains a collection of twelve short chapters covering such DRT topics as definition and function; sampling plans; instructional accountability; curriculum assessment, management, and modification; teacher, program and product evaluation; relation of performance contracting experiments to DRT: individualized instruction; and behavioral growth tracking. Brief comments and helpful sources are provided by the editor. (BJG)