In this paper, the author reviews a number of criticisms that have been made of the use of standardized tests in the social studies and reviews 11 general, skills, and discipline-oriented standardized tests for social studies. Standardized tests evaluating the results of the new social studies courses are open to criticism on the basis of validity, utilization, and restriction of educational change. They culturally discriminate against some individuals, predict imperfectly, and are often rigidly interpreted. The tests may be assumed to measure innate characteristics and thus may influence teacher expectation regarding student potential. They have a harmful effect on the shaping of the student's cognitive style and often are the basis for school organization and curriculum. Further, standardized tests distort the individual's privacy in later life. Finally the results of standardized tests, regardless of their inherent weaknesses, are used as a basis for allocation of resources. The annotated bibliography lists 11 commercially available standardized tests for skill, discipline, and general social studies testing. (Author/DE)