The educational implications of criterion-referenced tests are demonstrated. It is the hypothesis of the author that criterion-referenced tests have little educational impact unless carefully constructed around rigorous domain specifications. The paper details the process and problems of construction of a series of history tests presently being created under government contract. In addition, data is presented showing the effect of criterion-referenced tests on learners in classes being offered military personnel in Germany. It is anticipated that students will do singificantly better in classrooms where the teacher uses domain specifications. (Author/RC)