A wide variety of potential indicators of graduate student performance are reviewed. Based on research literature, experience with recent and current research projects, and conversations with graduate faculty members and administrators, the various indicators are considered in two ways. First, they are analyzed within the framework of the traditional "criterion problem," that is, with respect to their adequacy as criteria in predicting graduate school performance. In this case emphasis is given to problems with the criteria that make it difficult to draw valid inferences about the relationship between selection measures and performance measures. Second, the various indicators are considered as an important process of the graduate program. In this case, attention is given to their adequacy as procedures for the evaluation of student performance--e.g., their clarity, fairness, and usefulness as feedback to students. Various general observations about the status of student evaluation practices are made, and particular attention is drawn to the view that many evaluation practices seem to be characterized by ambiguity with regard to their basic purpose. Finally, suggestions are offered for how assessment practices might be improved. (Author)