"Psychological Assessment in Education and Social Class," a paper presented at the University of Missouri conference on the "Legal and Educational Consequences of the Intelligence Testing Movement: Handicapped and Minority Group Children," is provided. The historical origins of the scheme of norm-referenced testing and the evidence questioning its assumptions are summarized. The implications of the interactionist's view of heredity and environment are examined. Alternative schemes for psychological assessment are outlined which, if developed, could guide the teaching process and encourage rather than discourage ingenuity in teaching. Specific topics include revisions in the conception of intelligence and their sources (achievement and motivational autonomy, maturation and experience, and spurious factors in the longitudinal validity of the IQ) and race and social class differences in IQ. (KM)