Standardized college-level tests of thinking have serious drawbacks, but they can be used effectively to compare results with other teachers or researchers and to suggest possible ways of measuring aspects of thinking in faculty-constructed tests. Faculty-designed tests should provide opportunities for students to use the important knowledge and skills of the course in a context different from the one in which the knowledge and skills were taught. The assessment device should be tied to particular subject matter areas and should be open-ended. A major problem in testing thinking in college classes is that a test may measure different aspects of cognition for different students. Several college-level critical thinking and intellectual development tests are briefly described, and six references are included. (JDD)