An historical overview is presented of criticisms arising during an early period of large-scale standardized testing in the United States: the post World War II period when the Educational Testing Service was established. Not only is a brief description of the controversy provided, but the fact that many problems of assessment are not transient issues is demonstrated. These assessment problems continue to beset standardized testing and other attempts at measuring human behavior. Most criticisms of testing are rooted in basic value differences between the various publics and are not likely to be entirely resolved by education, legislation, or self-regulation by the industry. (Author/GK)