The National Education Association (NEA) opposes the use of standardized, norm-referenced tests of intelligence, achievement, and aptitude, citing problems with their substance, structure, administration, and use. NEA suggests five alternatives: (1) performance contracts; (2) teacher-student and teacher-parent-student interviews; (3) teacher-developed tests; (4) criterion-referenced tests; and (5) an open admissions policy in higher education. Performance contracts are valuable if students understand they are working for themselves and not for the teachers. Parents should be involved and teachers should be formally trained in interviewing techniques. Teacher-developed tests, unlike standardized tests, can be related directly to course objectives and instructional materials. The purposes of such tests should be pre-determined, and formats should vary to include multiple choice, essay, and longer problem-solving tasks. Criterion-referenced tests have conceptual advantages over norm-referenced tests, and teachers must be involved in the necessarily complex process of selecting or developing objectives. Arbitrary standards, such as minimum competency levels, cutting scores, and pass-fail points can make these tests resemble normed tests. Open admissions and work-experience credits, although not widespread practices, have shown promising results. (CP)