This chapter should not only acquaint the reader with the present state of the art on Criterion-Referenced (CR) measurement but also suggest possible directions for further inquiry. The goal of the first part of this chapter is to deal with the definitional dilemma of CR measurement by proceeding from the more traditional view of CR measurement to one that is more productive and provides a unifying theme for the study. The focus of the second part of the chapter is on tests intended to describe the current status of an examinee with respect to a well-explicated set of performance tasks called a domain. A random, or stratified random, sample of items from a domain is called a domain-referenced test (DRT). Specific topics include defining the item population, selecting test items, establishing a passing score, determining test length, and evaluating the DRT. Tests having the function of discriminating between individuals or groups of individuals believed to differ on the attribute purportedly measured by the test are called differential assessment devices (DAD's). Some DAD's reference a particular objective or skill with sufficient specification that a criterion-referenced interpretation is reasonable. The development and evaluation of such tests, labeled CRDAD's is presented in the third section of the chapter. Finally, selected areas of application in education which call for measuring status or differentiating individuals or groups are discussed. (RC)