Methods that might be used to establish standards of performance that will permit the National Board for Professional Teaching Standards to classify candidate teachers as highly accomplished (worthy of National Board certification) or less than highly accomplished (not worthy of certification) are contrasted. Plans for research on these issues are discussed. Two approaches are considered. One, "policy capturing," is a judgmental process that attempts to elicit and characterize the decision strategies used by expert judges when they evaluate profiles of performances and reach a summative decision. The other method is an extension of the standard-setting method of W. H. Angoff (1971), in which judges are asked to estimate for individual test items the proportion of minimally qualified examinees who would answer the item correctly. Each method is examined in some detail, and the proposed strategies for applying them are explored. If carefully applied, these strategies should satisfy the requirements of the 1985 "Standards for Educational and Psychological Tests." One chart and four figures illustrate the discussion. (SLD)