In a kind of brief historical survey the author of this article sums up the current situation of pedagogico-psychological diagnostics in the field of intellectual abilities. He considers it rather unsatisfactory and believes that effective theoretical as well as practical criticism is the only way to overcome stagnation in this area. From this point of view he deals with some one-sided aspects and shortcomings of traditional diagnostics of intellectual abilities, the so-called measuring of intelligence, especially by means of intelligence tests. At the same time, however, he points out the positive features and values of the existing diagnostics of intellectual abilities, which should not be discarded in future development He mentions the elaboration of new, more adequate diagnostic approaches (sequential tests) as well as entire research areas which bring new and more detailed information on the problems involved in ascertaining intellectual abilities (style of activity, solution of problems, creativeness). He believes that reliable ascertainment of intellectual abilities is in fact a complex of many sociological and personality findings, carried out on a long-term basis. In his opinion, a synthesis of new theoretical findings and a number of diagnostic techniques may result in qualitatively better ascertainment of intellectual abilities, which would serve to stimulate of pupils’ abilities.