Presented are eight papers that deal with the educational implications for handicapped children of domain-referenced testing, as contrasted with standardized norm-referenced achievement testing. The crucial aspects of each testing model are highlighted by W. Hively in an introductory section. M. Reynolds surveys past and present special education pressures and analyzes their impact on testing. T. Donlon reviews historical and technical concepts of test-score referencing and points out complexities and confusions in terminology among different types of evaluation. Discussed by J. Rosner are test construction and utilization in connection with an adaptive perceptual skills curriculum. Explained by A. Hofmeister are procedures and materials for training teachers to integrate criterion-referenced testing and instruction within the regular classroom. The creation of a comprehensive computer-based information bank in the area of reading instruction and its use in domain-referenced test development is described by R. O'Reilly. Examined is the use of domain-referenced testing in the delivery of special education services in a rural area (F. Hammarback and C. Koenig). Ethical considerations in the use of norm-domain-, and behavior-referenced testing are considered in the final paper by E. Joselyn. Also included are a 60-item bibliography on domain-referenced testing and biographical information about the authors. (LH)