Spatial thinking skills are crucial for success in STEM fields, yet current spatial tests are inadequate for assessing these skills effectively. This review highlights major challenges in spatial testing, including limited access to reliable and valid tests, lack of psychometric information, and tests that are often outdated or not suitable for diverse populations. Researchers struggle to find appropriate tests, as many are expensive, not publicly available, or lack clear instructions. Additionally, tests often fail to measure important spatial skills, such as navigation, and are not designed for younger children or non-Western populations. There is also a lack of consensus on what spatial tests measure, leading to confusion about which tests are appropriate for specific research questions. Furthermore, existing frameworks for spatial skills are inconsistent and often based on outdated data. To address these issues, the authors propose developing shared testing systems, leveraging technology like virtual reality, and creating comprehensive, accessible catalogs of spatial tests. They also emphasize the need for better psychometric analyses, improved data collection methods, and clearer theoretical frameworks to enhance the understanding and assessment of spatial thinking. These efforts aim to support STEM education and research by providing reliable, valid, and accessible tools for assessing spatial skills.Spatial thinking skills are crucial for success in STEM fields, yet current spatial tests are inadequate for assessing these skills effectively. This review highlights major challenges in spatial testing, including limited access to reliable and valid tests, lack of psychometric information, and tests that are often outdated or not suitable for diverse populations. Researchers struggle to find appropriate tests, as many are expensive, not publicly available, or lack clear instructions. Additionally, tests often fail to measure important spatial skills, such as navigation, and are not designed for younger children or non-Western populations. There is also a lack of consensus on what spatial tests measure, leading to confusion about which tests are appropriate for specific research questions. Furthermore, existing frameworks for spatial skills are inconsistent and often based on outdated data. To address these issues, the authors propose developing shared testing systems, leveraging technology like virtual reality, and creating comprehensive, accessible catalogs of spatial tests. They also emphasize the need for better psychometric analyses, improved data collection methods, and clearer theoretical frameworks to enhance the understanding and assessment of spatial thinking. These efforts aim to support STEM education and research by providing reliable, valid, and accessible tools for assessing spatial skills.