Early National Teacher Examinations test-appraisal studies focused only on the extent to which the content covered on a test matched the content of teacher education curricula. Recently, there has been a shift in emphasis from adequacy-of-preparation, which is now seen by many as irrelevant to establishing the appropriateness of a teacher licensure examination, to job-relatedness. The procedures used to collect and analyze job-relatedness judgments in many studies, however, seem designed to yield positive results. Alternative procedures are described: (1) focusing the judgments to be made on necessity for successful job performance, rather than on relevance to the job; (2) asking for a total-test judgment regarding how well the tested content represents the entire domain of necessary content; and (3) computing an average per-item score, rather than a majority index. These procedures pose a more rigorous test of a licensure examination's job-relatedness. They incorporate the legal and professional requirements of appraising licensure tests, and they yield richer, more meaningful data regarding the appropriateness of using a test as a licensure requirement. (Author/TJH)