Both criterion-referenced and norm-referenced measures are useful tools to the classroom teacher, but each has its specific uses. The criterion-referenced measure is useful when one is interested in whether an individual possesses particular competencies and when there are no quotas as to how many possess that skill. It is particularly useful in assessing competence in licensed professions since tasks in these areas must be performed at specifiably high levels of competence. Criterion-referenced assessment is also important to any subject area where future academic success is dependent upon cumulative information or skills, such as in mathematics. The norm-referenced measure should be used when selectivity is required, such asin choosing the most able candidate to fill a position or when only a limited number of candidates can be selected for vocational training or academic pursuit. The criterion-referenced measure points out whether an individual possesses particular skills or competencies, but the norm-referenced measure is better able to indicate how well the individual performs in his competent area. The criterion referenced measure aims to discriminate between successive performance of a given individual, while the norm-referenced measure aims to discriminate between individuals within a particular group on a given measure. Criterion-referenced assessment, along with feedback and remedial procedures, can help teachers realize the goals of mastery learning with their students. (Author/KM)