The measurement of intelligence (I.Q. testing method) has been based on test item construction methods that set norms for mental levels. Individual performance levels are determined by the distribution of scores based on the total group or mean score. The problem with this method of assessment for research purposes is that idiosyncratic characteristics are difficult to determine because the collective attributes or group characteristics become the norm. Individual scores fluctuate or vary due to such factors as cultural differences, test item exposure, training levels, genetics and predisposition and awareness levels, besides day-to-day events. As an alternative approach to this method, this paper explores a framework for applying mastery-level or criterion-referenced testing methods to the measurement of intelligence. Several examples were used to illustrate the potential of this method. Research done by La Pierre (1988) on spatial intelligence was used as one example. Other examples were given from research done by Gardner and Hatch (1989). The arts were used in this paper as a rich resource in regard to research on mastery-level methodology because the mastery of techniques, principles, style development as related to individuality, are key components embedded within art study. Thus the testing of mental abilities becomes the enhancement of potential through education rather than a limited concept of achievement based on the use of norms. A list of eight references is included. (DB)