Five of the common misuses of tests are reviewed: (1) acceptance of the test title as an accurate and complete description of the variable being measured (failure to examine the manual and the items carefully to know the specific aspects to be tested can result in misuse through selection of an inappropriate test for a particular purpose or situation); (2) ignoring the error of measurement in test scores; (3) use of a single test score for decision making (scores are not interpreted in the full context of the various elements that characterize students, teachers, and the environment); (4) a lack of understanding of the meaning of test score reporting (the misinterpretation of raw scores or grade equivalents is common); and (5) attributing cause of behavior measured to test (confusing the information provided by a test score with interpretations of what caused the behavior or described by the score). A test score gives no information as to why the individual performed as reported. No statistical manipulation of test data will permit more than probabilistic inferences about causation or future performance. (SLD)