The nature of tests involved in the controversy on coaching is examined. Then coaching is considered against the background of diverse types of training that may affect test performance, and the implications of these various forms of training for the meaning and validity of test scores is discussed. (Author/BW)

Shifting from aptitude to achievement tests for college admissions is discussed with implications toward the positive educational effects of rewarding diligence and serious study in high school. The Scholastic Aptitude Test (SAT) is compared with other achievement tests reqarding effects on schools and equal opportunity. (CM)

The need for accuracy in testing, the unintended social consequences, and the contrast of achievement and aptitude tests are discussed in response to the views of Jencks and Crouse (see TM 506 983) regarding whether to change the function of the SAT. (CM)

The need to use images and imagery in language in schools, and to recognize and measure such aptitudes are discussed. Tests of imagination are presented, and the San Francisco Art Institute Study of predictors of ability in art illustrates methods and implications for measurement of creativity in educational programs. (CM)

This chapter helps the general reader to understand the test equating issues associated with test disclosure. It also helps the testing practitioner to recognize situations in which equating is necessary, and to understand how to accomplish various kinds of equating. (Author/BW)

In an attempt to reinforce the directive role of evidence in current arguments over test coaching, this chapter summarizes research findings from studies of coaching for the Scholastic Aptitude Test in the context of a conceptual analysis of the meaning and likely import of the coachability of such ability tests. (Author/BW)

Statistical bias in measurement and ethnic-group bias in testing are discussed, reviewing predictive and construct validity studies. Item bias is reconceptualized to include distance of item content from respondent's experience. Differing values of mean and standard deviation for bias parameter are analyzed in a simulation. References are…

Considering the career development and decision-making needs of handicapped individuals, recommendations for using career guidance and assessment tools responsive to the special needs of handicapped individuals are discussed. Also included is a comprehensive summary of instruments and resources available to assist in educational placement and…

Whether culturally biased tests are useful depends on what is meant by that phrase and the purpose for which the test is to be used. Keeping the distinction between aptitude and achievement in mind, different definitions of fair use of tests come from different sets of societal values. (Author/CM)