This paper discusses diverse approaches to be used in assessing student achievement in geography. Criterion-referenced tests (CRT) are generally developed at the state level, and 48 of the 50 states have some form of CRT. As a result, objectives for teachers to use in teaching geography have been written at the state level, and the CRT is aligned with these objectives. Points to check in assessing the quality of the CRT are outlined. Some states use standard tests to measure student achievement in geography, but this may result in an emphasis on learning selected facts for the test. Teacher-written test items may well measure cognitive achievement in geography beyond the mere recall of factual information. Another useful approach is the use of portfolios, for which each student, with teacher guidance, may develop a portfolio to show progress and achievement. The scope of the portfolio can be much greater than that of standardized tests and CRTs. (SLD)