Changes that have occurred in the area of measurement and evaluation for the classroom teacher, as related to the specific area of elementary school mathematics, are discussed. From observation, it is suggested that developments in measurement and evaluation in the past have generally been somewhat detached from the classroom situation; have continued to strive for objectivity and standardization; have been more concerned with group comparisons than with individual progress; have tended to be concerned with segregated mathematical behaviors and not with the integrated whole of mathematical behavior; and have become more complex in mathematical behavior sampled, but remain dominated by the paper and pencil mode in presentation. Some of the potential of clinical evaluation procedures for the classroom teacher in making judgments on student learning in elementary school mathematics is examined. The videotaped clinical interview appears to have considerable potential as a tool in the measurement and evaluation arsenal for the classroom teacher. This potential appears to be in the functions of the measurement and evaluation process dealing with individual diagnosis and individual inventories of knowledge. The clinical interview coupled with videotaping procedures may also be extremely useful in teacher education. (DB)