The differences between edumetric and psychometric uses of tests were described and the relevance of the edumetric dimension for measuring student learning gains, especially in the context of individualized instruction involving multiple learning mode options, was clarified. Also, the procedures for edumetric reliability and validation assessment were described. The procedures were applied to two college classes, Speech Communication and World Civilizations. The results yielded strong evidence for the edumetric reliability and validity. Extremely strong evidence was provided by the reliability and validity coefficients estimated for the entire population. As part of the ongoing program of reliability and validity assessment of the Cognitive Style Mapping (CSM) items and elements, evidence was provided for the edumetric reliability and validity of CSM and various fruitful implications for further study were considered. (Author/RC)