A review of educational measurement journals indicates that the decade of the 1970s and up until about 1984 was the time when substantial numbers of studies dealt with criterion-referenced measurement, and the era in which criterion-referenced measurement advances were made. Although there appears to be less interest in publications today, a number of measurement advances can be traced directly to the conceptual paper of R. Glaser (1963) on the topic of criterion-referenced measurement. The following six areas are highlighted: (1) clarification in specifying performance outcomes; (2) improvements in item writing and increased emphasis on content validity; (3) new approaches to reliability and validity methods and proficiency estimation; (4) new and improved standard-setting methods; (5) increased emphasis on diagnosis, decision-making, and criterion-referenced interpretations; and (6) improved training of teachers in the area of assessment. Although less research is apparent in measurement journals, it is evident that the concept lives in the wealth of tests and measurement textbooks used today. Two figures illustrate the discussion (Contains 15 references.) (SLD)