The recent flurry of articles on formative measurement, particularly in the information systems literature, appears to be symptomatic of a much larger problem. Despite significant objections by methodological experts, these articles continue to deliver a predominately pro formative measurement message to researchers who rapidly incorporate these recommendations into their research. This commentary argues that many of these articles misinform readers due to the lack of theory underlying formative measurement and a misinterpretation of the early psychometric literature. The authors suggest that to avoid further confusing the consumers of this research, the prudent course of action may be to consider temporarily suspending the use of formative measurement. They further contend that the debate on formative measurement should be restricted primarily to premier methods journals where experts can ultimately develop a theoretical perspective that supports or rejects its implementation. Combined, these steps should help alleviate the rapid adoption of such controversial methods before they have been thoroughly vetted. (Contains 5 notes.)