The System of Multicultural Pluralistic Assessment (SOMPA) is an assessment system compatible with Public Law 92-142. A general description of SOMPA is provided. (JKS)

After decades of criticism that standardized testing is culturally biased, the Educational Testing Service claims great strides in eliminating test bias in the Scholastic Assessment Tests and related tests and reports initiatives in cooperation with educators leading to better academic preparation for students of color. Critics still ask for…

This book summarizes the evaluation by the Committee on the General Aptitude Test Battery (GATB) of the National Research Council of the U.S. Employment Service's use of the GATB. The book serves professional users, policymakers, and students of psychometrics because of its clear and concise review of important issues. (SLD)

A critical review of the psychometric properties of the System of Multicultural Pluralistic Assessment (SOMPA) model for student assessment is presented. The review criticizes the lack of validity of some of the measures but praises the goals of the system. (JKS)

A critical view of the underlying theoretical rationale of the System of Multicultural Pluralistic Assessment (SOMPA) model for student assessment is presented. The critique is extensive and questions the basic assumptions of the model. (JKS)

A defense of the System of Multicultural Pluralistic Assessment (SOMPA) in response to previous articles in this issue of this journal is presented by the test developer. The defense is detailed and addresses each previous article. (JKS)

The extent to which performance assessments can have unintended and undesirable consequences is not yet clear, but preliminary evidence suggests several issues of bias and fairness. Among these is the sheer difficulty of scoring complex performance assessments, as Vermont's experiences with portfolio assessment illustrate. (SLD)

This paper presents the dual approach to item bias detection employed in the Maryland Functional Testing Program (MFTP). Using instructional objectives mandated by the Maryland State Board of Education, the MFTP develops two levels of the Maryland Functional Reading Test (MFRT) and the Maryland Functional Mathematics Tests (MFMT). These…

Court ordered desegregation introduces significant requirements for school districts' testing programs. The Remedial Order in effect in Cleveland, Ohio (Reed vs. Rhodes) cautions defendants that "they must insure that all tests, whether standardized, criterion-referenced, or teacher-made are developed, administered, and scored in a…

In a series of essays, the author analyzes and comments on the perceived weaknesses of the National Assessment of Educational Progress (NAEP) testing program. The basis of his criticism is that the NAEP has attempted to establish national norms, thereby disregarding the pluralistic nature of American society and the historical basis for community…

Extensive public concern about the deficiency in basic skills confirmed by a decline in standardized test scores and widespread implementation of a variety of state and local improvement programs indicates an urgent need for national attention to this timely issue. However, a federal testing program or federally-imposed performance standards are…