The basic measurement topics of reliability, validity, and norms as they apply to the major norm-referenced cognitive and affective instruments in economics education are discussed to provide researchers with a framework for judging technical quality. Because the topic of measurement is neglected or given improper treatment in much research work and because few national data sets containing reliable and valid data are available to researchers, attention to the technical properties of instruments used to collect data is essential for a sound empirical study in economics education. The paper begins with a study of cognitive tests. Identified are what to look for in the reliability and validity information accompanying a standardized economics achievement test. Specific tests are discussed. The alternative to standardized tests, teacher-developed tests, is considered. Norms are also examined. Next, the author deals with affective instruments. Many researchers fail to report information on the reliability or validity of affective measures, now widely used in economics education. This measurement problem is examined in depth, and general guidance is given on ways to evaluate new measures. (RM)