Different viewpoints regarding educational testing are described. While some people advocate continuing reliance upon standardized tests, others favor the discontinuation of such achievement and intelligence tests. The author recommends a moderate view somewhere between these two extremes. Problems associated with standardized testing in the schools include the tendency to evaluate educational programs according to their effect upon test scores, the discontinuation of worthwhile programs that do not contribute to improved test scores, and the amount of time required to administer test batteries. Problems associated with incorrect interpretation of intelligence tests, and comments on Jensen's article regarding the relative impact of genetic and environmental factors on intelligence are also discussed. The growth of the testing industry is described, and alternatives to present methods of testing are suggested. The author recommends that those groups most involved in the testing process should begin, in a meaningful way, to consider the uses and abuses of testing. (GDC)