This report provides an exploratory survey of several aspects of educational testing, with a view toward identifying discrimination against women. Two major ways in which discrimination can occur are examined in educational testing: reinforcement of sex-role stereotypes and restriction of individual choice. Major educational achievement tests are analyzed for sex-role stereotypes and bias in language usage. Research studies of item bias and test bias in the college prediction setting are summarized. Several textbooks are examined for discussions of test bias. Two of the major occupational/vocational interest inventories are examined, as well as studies related to their use with women. The results of the study of language usage in educational achievement tests show that tests are selectively biased in content against women. This was measured by the ratio of male noun and pronoun referents to female noun and pronoun referents. Other findings consist of numerous examples of sex-role stereotypes in educational achievement tests, and the restriction of choices for individual women on occupational interest inventories. Among suggestions for future research studies are systematic examination of item bias for women as a group, and routine analysis of college prediction studies separately for women and men. (Author)