Alternative group judgment approaches to setting minimum competency standards were compared. Replication of results was possible for eight different tests (reading and mathematics, across four grade levels). The Kansas Competency Based Tests in reading and mathematics were administered statewide to students in grades two, four, six, and eight. Performance standards for judging minimal competency were to be set at each grade level for each tested area. Students were rated for competence by their teachers on a four point scale. The judges' classifications of students into different competency categories defined "known groups" which provided the basis for setting performance standards. The Borderline group method and three variations of the Contrasting groups technique focus on making judgments about individual test takers. The data collected support the inconsistency of available standard setting methods in producing equivalent score standards. The authors recommend the choice of method be made with a thorough understanding of the consequences on students resulting from the level of standard set. (DWH)