Questions often raised about intelligence tests are discussed: (1) the definition of intelligence; (2) the definition of intelligence quotient; (3) the kinds of tests available; (4) validity; (5) fairness to minority groups; (6) use made of test results; (7) differences in results among various intelligence tests; (8) differences in scores using the same test; (9) the effects of coaching; and (10) applicability of nonverbal tests. Guidelines are offered on the interpretation of intelligence tests as useful measures of general ability in school learning; use of tests to assess results of learning tasks conducted in school; interpretation of test results which take account of other factors (such as cumulative records, teacher observations, student motivation, or opportunity to learn those behaviors sampled by the test); the use of intelligence tests to predict general ability rather than success in a specific subject; and a higher correlation with subjects requiring thinking rather than with subjects mastered by rote learning. (MH)