Until data is obtained concerning the regression of job-performance on test-performance, the setting of passing scores on professional licensing and certification examinations will contain some degree of arbitrariness. Data from performance domains suggests that some tests have differential validity and an adverse impact on minority groups, disproportionately excluding them from professional practice on the absence of any data indicating criterion related validity of the licensing examinations. The measurement of content validity for these examinations demonstrates wide differences among professions and across states within the same professions. Some typical methods for setting passing scores are shown. The author introduces his own methodology for establishing passing scores and outlines its mechanics. Some of the unresolved questions of the method are discussed briefly. (SE)