This review of issues involved in the use of intelligence tests in Alberta (Canada) schools included consideration of: the nature of intelligence; the measurement of intelligence (instrument variables, examiner variables, and interpretation variables); student rights; implications of intelligence test results in decision making (labeling of students, student placement); special populations (minority, English as a second language, learning-disabled, behaviorally disordered, physically disabled, and gifted students); and policies on intelligence tests in Canada and the United States. It was concluded that the present literature regarding this subject is inconclusive, with no general consensus existing on a single operational definition of intelligence. Consensus, however, was found for three points: (1) the nature of intelligence is culturally relative; (2) ability alone rarely determines performance; and (3) intelligence is a dynamic, fluid, and multi-trait construct. There was also a degree of agreement that, when properly used, intelligence tests provide useful information which can form the basis for constructive planning. A survey of Alberta school jurisdictions showed a lack of consistency, continuity, and any uniform procedures across the province. A glossary of testing related terms and a list of references are included. (CB)