The article "How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges" by David H. Uttal et al. highlights the importance of spatial thinking in STEM education and research. The authors identify several key challenges in assessing spatial skills, including the lack of reliable and valid tests, the difficulty in accessing these tests, and the absence of a coherent theoretical framework to guide their use. They report on interviews and surveys with researchers, revealing that many issues stem from the fragmented nature of the field, with different researchers using tests that are not well-documented or standardized. The article also discusses the need for tests that can be used across different age groups, cultures, and languages, as well as the importance of assessing a broader range of spatial skills beyond traditional mental rotation tests. The authors propose several solutions to these challenges, including the development of a comprehensive catalog of spatial tests, improved access to test materials, and the use of modern psychometric techniques to enhance data analysis and reporting. They emphasize the importance of large, representative samples and the application of advanced statistical methods to better understand the structure and validity of spatial tests. Additionally, they suggest the use of technology, such as virtual reality, to facilitate the assessment of spatial skills and to make testing more accessible and engaging for participants. Overall, the article calls for a coordinated effort to address the practical and conceptual challenges in spatial testing, with the goal of advancing the field of spatial thinking and improving STEM education and research.The article "How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges" by David H. Uttal et al. highlights the importance of spatial thinking in STEM education and research. The authors identify several key challenges in assessing spatial skills, including the lack of reliable and valid tests, the difficulty in accessing these tests, and the absence of a coherent theoretical framework to guide their use. They report on interviews and surveys with researchers, revealing that many issues stem from the fragmented nature of the field, with different researchers using tests that are not well-documented or standardized. The article also discusses the need for tests that can be used across different age groups, cultures, and languages, as well as the importance of assessing a broader range of spatial skills beyond traditional mental rotation tests. The authors propose several solutions to these challenges, including the development of a comprehensive catalog of spatial tests, improved access to test materials, and the use of modern psychometric techniques to enhance data analysis and reporting. They emphasize the importance of large, representative samples and the application of advanced statistical methods to better understand the structure and validity of spatial tests. Additionally, they suggest the use of technology, such as virtual reality, to facilitate the assessment of spatial skills and to make testing more accessible and engaging for participants. Overall, the article calls for a coordinated effort to address the practical and conceptual challenges in spatial testing, with the goal of advancing the field of spatial thinking and improving STEM education and research.