Four common uses for criterion-referenced tests (CRT) are outlined: describing student achievement, improving curriculum development, being sensitive indicators of the effects of instruction, and facilitating classroom management decisions. These uses parallel various forms of empirically establishing the content, concurrent, and predictive validity of CRT. It is found disconcerting that the developers of CRTs have generally not conducted such validity studies, or at least they have not reported on them in the technical manuals for the CRT systems. Proof of their utility is called for. (Author/DEP)