Multicultural perspectives on assessment challenge traditional perspectives by advancing an additional source of variation in test responses that is presumed to escape test developers and test users. Increasing and convergent evidence from multiple sources indicates the following types of ethnocentric errors in test development, administration, and interpretation: misdiagnosis, labeling, inappropriate treatment planning, and erroneous conclusions about intervention effectiveness. In 1995, Sedlacek and Kim described four common errors in career assessment. Focus on multicultural assessment issues has since increased; however, the main focus has been on assessments of abilities and psychopathology. Career assessment has traditionally concentrated on assessment of the individual and has emphasized measurement of abilities, personality traits, interests, and various career theory constructs (maturity, indecision, self-efficacy). Reviews should be conducted of the major instruments available for classifying individuals in terms of abilities, personality traits, and vocational interests to determine their fairness to individuals from different cultural backgrounds. Attention to multicultural assessment in the area of typical performance is still in its "infancy" relative to the area of maximal performance, which is in its "adolescence." Test developers could profit from considering and implementing the concept of Sensitivity Review Guidelines and Principles, which are available on the World Wide Web. (Contains 28 references.) (MN)