Six current issues in the use of tests are examined in this paper. Are the tests used in education valid? In general and to a reasonably satisfactory extent they are. Is the emphasis these tests place on cognitive achievements a serious limitation? Because of the basic and pervasive role of cognition in human affairs, and in the absence of any good alternative, it is not. Should we replace norm-referenced tests with criterion-referenced tests? In certain areas of learning where they are particularly appropriate, yes. In general, no. Are the tests biased against minorities? There seems to be little basis for the belief that they are. Is the I.Q. a myth? The notion of a latent-trait I.Q. that strongly influences rate of learning or amount that can be learned ultimately probably is a myth. In the absence of strong supporting evidence, it probably should be treated as a myth for the good of education and society. Finally, the competition engendered by testing seems distinctly more helpful than harmful. (Author)