Test anxiety has been proven to be detrimental to students' standardized test scores. This study found test anxiety to be higher for Blacks than Whites in the junior high school setting examined. Test anxiety could be yet another factor in racial bias of testing. (Author)

Given that a pupil's capacity to learn is based largely on his/her ability to handle language, the results of achievement tests within the immigrant communities have highlighted the culture-laden nature of these tests. They are unfair in assessing the immigrants' language and academic ability. (PJM)

This paper is intended to aid interpretation of intelligence tests in light of neurological findings and to suggest future test designs which would reflect cerebral hemisphere specialization. The need is emphasized for improved measures of right brain functioning, especially for Blacks, who exhibit some degree of right hemisphere preference. (SJL)

Assessed test bias on the Wechsler Intelligence Test for Children-Revised (WISC-R) and Bender-Gestalt. On the Bender, evidence of bias was infrequent and irregular. On the WISC-R, group differences were most discernible for age, sex, family structure, and race. Consistent patterns of bias were not apparent among comparison groups. (Author)

The history of concern over bias in testing is briefly reviewed, along with relevant legislation and litigation. The idea of using adaptive behavior as a nondiscriminatory assessment test criterion is examined. (DLS)

"A questionnaire concerning the assessment techniques used to evaluate the intellectual level, achievement, and personality of Spanish-speaking children was sent to the directors of pupil personnel services in 16 cities in the United States. The most common tests used were given in English and were not designed for non-English speakers." (Author)

Two experiments compared 10-year-olds' and adults' ability to choose positive and negative diagnostic tests over positive and negative nondiagnostic tests. Findings indicated that both age groups were more likely to prefer positive diagnostic tests over positive nondiagnostic tests, although only adults showed a significant preference for negative…

When 197 disadvantaged older medical patients completed the Beck Anxiety Inventory, the instrument demonstrated high internal consistency and no significant differences by sex or race, suggesting that it is appropriate for use with diverse populations. Total instrument scores correlated negatively with age. (SLD)

Used Rasch analytic procedures to study item bias or differential item functioning in both dichotomous and scalar items on a test of English for academic purposes. Results for 139 college students on a pilot English language test model the approach and illustrate the measurement challenges posed by a diagnostic instrument to measure English…

Alternatives to traditional multiple choice educational assessment methodologies are briefly described, arguments for existence of bias in multiple choice tests are summarized, and the disadvantages of such alternative methods as essay exams are pointed out. (DB)

Presents an exercise designed to nullify student claims of subjectivity in the grading of essay examinations. Asks students to grade sample essay questions according to specific criteria. Discusses benefits of the exercise. Provides sample essays and answers, and illustrates the difference between analytical and narrative answers. (RW)

Discusses differential and information processing theories of intelligence and the problems of measuring intelligence. Considers the influence of sociocultural factors on the test performance of individuals and the procedures which have been suggested to reduce bias. (RJC)

A method for detecting instructional sensitivity (item bias) in test items is proposed. This method extends item response theory by allowing for item-specific variation in measurement relations across students' varying instructional backgrounds. Item bias detection is a by-product. Traditional and new methods are compared. (SLD)

Uses historical figures to examine variables influencing women's success in mathematics. The three characteristics stressed are supportive family background; early exposure to significant mathematics; and available female role models in mathematics. Discusses barriers to females' choice of mathematics as their careers and actions taken to increase…

This article responds to criticisms made in the Ebmeier and Schmulbach study (EC 221 845) of the Scholastic Aptitude Test as used by talent search programs such as the Center for the Advancement of Academically Talented Youth (CTY). The history of CTY's uses of cutoff scores and alternative interpretations of statistics are discussed. (PB)