A revision of the Reading-Free Vocational Interest to eliminate sex bias in the inventory produced a common item pool for males and females, desexed grammar and vocabulary and altered pictorial items. New norms include the learning disabled, adult mentally retarded, and younger educable mentally retarded individuals. (Author/CL)

Discusses guidelines for fairness in employee selection required by the Federal Uniform Guidelines on Employee Selection Procedures, and presents a simplified procedure for the evaluation of fairness which is more easily explained than the classical Cleary model. (JAC)

Purpose of the study is to explore to what extend standard achievement tests introduce bias in the assessment of schools due to differences in their curricula. (Author)

Reviews the approaches that have been used to detect cultural, content, predictive, and selection bias in mental tests. Argues that questions of bias are fundamentally questions of validity. Concludes that although much has been learned about the technical details of test bias, social policy questions remain to be resolved. (Author/GC)

Administered the WISC and the WISC-R in a counterbalanced design to 20 Hispanic children. Revealed the WISC-R to be as culturally biased as the WISC and that more Hispanic children may be labeled as mentally deficient. Suggested that verbal IQ reflects the extent of acculturation, while Performance IQ reflects actual ability. (Author)

A follow-up technique is needed to identify items contributing to items-by-groups interaction when using an ANOVA procedure to examine a test for biased items. The method described includes distribution theory for assessing level of significance and is sensitive to items at all difficulty levels. (Author/GSK)

Findings suggest that caution should be used in interpreting results of the Peabody Picture Vocabulary Test (PPVT) with preschool rural Black children. (Authors/CJ)

A study was conducted to ascertain whether use of an interpreter and/or a regular examiner in administering the WISC would affect test results of a group of Mexican-American children. Spanish administration of some scales of the performance test are likely to elicit optimum performance. (Author)

Support claims that the "Defining Issues Test" of cognitive-moral development cannot be faked higher. Finds that instruction about cognitive-moral development affected the scores of the teacher trainees who were tested. (RL)

Uses evidence from recent brain research to prove that many behavioral differences between men and women are based on biologically inherent differences in brain functioning. (CM)

Common strategies for dealing with flawed items in conventional testing, grounded in principles of fairness to examinees, are re-examined in the context of adaptive testing. The additional strategy of retesting from a pool cleansed of flawed items is found, through a Monte Carlo study, to bring about no practical improvement. (SLD)

Research on human cognitive abilities and jobs' aptitude demands reveals that the two domains have essentially the same structure. Counselor reluctance to use cognitive assessments may be overcome by addressing the following: Which cognitive abilities should be considered? How should occupations be classified for the purposes of assessing…

The Scholastic Aptitude Test (SAT) is a measure of an individual student's potential for success in college. Discusses limitations of the test and how misconceptions can prompt educators and community members to focus on the wrong goals. (MLF)

Standarized, multiple-choice tests have become the major criterion for a wide range of school decisions affecting student placement, curriculum format, and teaching style. Improved assessment will not reform education. The more insightful and powerful the assessment tool, the more damage is caused by its misuse. Includes 70 references. (MLH)