The admissable probability measurement (APM) format was used to score a criterion referenced language arts test administered in an inner city junior high school. Its 30 items covered capitalization, punctuation, parts of speech, and sentence analysis. With APM, students indicate their confidence in their answer choice, and guessing is heavily penalized. An appropriate classroom strategy may be chosen for the student's indicated knowledge level: re-education for the misinformed student; advancing to the next level when the student is informed; instruction for the uninformed; and review for the partially informed. A 20-minute session was presented to explain the APM format to the students before the test was administered. Responses were analyzed with the school's microcomputer using the Nova Assessment APM software package. The analysis generated four major outputs: (1) individual knowledge assessment to generate learning prescriptions; (2) item analysis for curriculum design and articulation to feeder schools and programs; (3) clustering of students for effective grade placement; and (4) information to better prepare students to take standardized tests scored in the traditional (right versus wrong) manner. (A detailed case study for one student is presented). (GDC)