The accountability testing programs of many states have begun to make extensive use of constructed-response questions and to report test results in terms of percentages of students at various proficiency or performance levels. This paper describes the step-by-step procedures for two standard-setting methods recently used for the New Hampshire 1993-94 statewide assessment of language arts and mathematics at grade 3 and the Maine Educational Assessment from the same year, which tested students in grades 4, 8, and 12. Procedures for obtaining cut scores are described. In New Hampshire the Student-based Constructed Response (SBCR) method was used in both language arts and mathematics, and in Maine the SBCR method was used in reading and mathematics and the Item-Based Constructed Response Method was used in all areas. Both of these procedures seem responsive to many of the criticisms leveled at the 1992 achievement levels of the National Assessment of Educational Progress, and both may well be more appropriate than traditional methods. Three tables and seven exhibits provide supplemental information. (SLD)