Like any component in a system, the use of criterion-referenced tests is a function of a larger context, of the contingencies in the system to which it belongs. Accordingly, the usefulness of criterion-referenced tests is determined by the consequences of the feedback from such tests. (Author)

Describes and applies several alternative distribution criterion to secondary analysis of pre- and post-achievement scores from 15 sixth-grade classrooms. Illustrates examples where a teacher could be considered "effective" under one criterion, but "ineffective" under another. Also addresses policy implications concerning use of alternative…