Four confusing issues that have delayed progress toward an awareness that testing is not a source of unfairness for minority students are discussed: (l) the assumptions underlying most of our psychometric manipulations are often not acknowledged or understood; (2) the extent of the objectivity of psychometrics is frequently exaggerated; (3) the meaning of certain terms, particularly "validity" (largely because it has both a technical and common usage), is quite confused; and (4) the understanding of just what function the tests are serving shifts from one function to another, unnoticed by those concerned.