psychological and educational tests are a significant part of the school psychologist's professional equipment. There is considerable debate as to whether they should be or - more usefully - the extent to which they should be. School psychologists have by and large moved away from the excessive attachment to formal tests that was once so common. There is indeed a swing in the opposite direction - toward abandoning formal tests. That is another question however and not the one for here. This article assumes some commit ment to test use and looks at how the school psychologist can improve tests. In particular, it analyses the contribution to test validity that the practitioner can make and suggests that the making of such contributions can be an integral part of good professional practice.
