The literature on criterion referenced testing is full of discussions concerning whether classical measurement techniques are appropriate, whether variance is necessary, whether new indices of reliability are needed, and the like. What appears to be lacking, however, is a clear and simple discussion of why the problems occur. This paper suggests that many of the results obtained when classical techniques are applied to criterion referenced tests, particularly in the context of mastery learning, are perfectly reasonable, interpetable, and should be expected. (Author)