A central problem for the user of domain-referenced tests in instruction is deciding who has passed and who has failed. Two procedures were presented and discussed. The first, employing classical test theory, was found to be more useful for larger domains and where the passing standard is 70 percent or less. The sampling procedure suggested by Millman (1974) was found to be more applicable when the test size approximates the size of the domain. Neither procedure appears useful when the passing standard is high. In light of the large numbers of examinees classified as uncertain when real test data is used, it was concluded that neither procedure offers much to decisionmaking in systematic individualized instruction. (Author)