The problem of establishing appropriate passing scores is one of evaluation rather than estimation and not amenable to exact solution. It must therefore be approached by (1) identifying criteria for judging the acceptability of the passing score, (2) collecting the data appropriate to assessing each relevant criterion, and (3) judging how well the criteria are met within successively restricted score ranges until convergence on the best possible passing point is reached. Two major features of passing scores are identified: the psychometric (score) components and the decision (passing) components. A review of the literature suggests that criteria appropriate to the psychometric components include the validity, reliability, and accuracy of the test within the range of concern. Criteria appropriate to the decision components include ethics and morality, acceptability, revisability, socio-political awareness, educational benefit, efficiency, and explainability. Each criterion is discussed in terms of its relevance to typical situations and of the types of data necessary to assess it. The problems of multiple test forms, post remediation reassessments, subgroups of examinees with special needs, and the assessment of multiple content areas (as in high school minimum competency testing) are discussed. An example of a process by which an appropriate passing score can be established is offered. (Author/JKS)