Problems concerning the misuse of tests by teachers and administrators are discussed. Two common misconceptions of the basic function of tests are: (1) the test as an incentive for study; and (2) the test as a learning experience. Rather, a test should be conceived of as a measuring instrument. More appropriate conceptions of tests are: (1) tests for selection; (2) tests for pupil guidance; (3) tests for evaluating instruction. It is necessary to disassociate the selective function of testing from its diagnostic function. Special problems are involved in intelligence testing since few people realize that intelligence can be taught. (MS)