A cursory examination of current measurement texts used in teacher education reveals a treatment of such topics as test reliability, item analysis, and test interpretation based largely upon classical test theory. In the meantime, the landscape of the classroom has been significantly impacted by a growing emphasis on more authentic assessment strategies. Most of the major measurement texts address this topic, often through the inclusion of a separate chapter, or perhaps a sidebar, but the treatment of reliability, item analysis, and test interpretation has typically remained largely intact over the years. This position paper aims to examine the relevant literature regarding the impact of the trend toward more authentic assessment on teacher training and on teacher practices, especially with regard to reliability, item analysis, and test interpretation. Discussion of how a movement toward greater reliance on authentic assessment strategies may, or should, impact teacher practice in other assessment areas is offered. The impact of authentic assessment on preservice teacher training is also considered. The measurement course instructor must give students knowledge and skills to maximize the potential benefits of authentic assessment while minimizing potential harms. (Contains 30 references.) (Author/SLD)