Legal and policy aspects of testing of hearing-impaired teachers are reviewed. Issues addressed include those associated with test administration, teacher education program reform, student aid, national efforts, and longitudinal research. (TJH)

Asserts that reading and writing are governed by the same logic that dominates social relations. Suggests that, because women suffer disproportionately from the effects of male-dominated culture, they may also suffer disproportionately when participating in play or when being tested on literacy skills. Questions the view that play is…

A study of Scholastic Aptitude Test scores for nine groups of students with disabilities taking special test administrations found differences in score levels among disability groups but no significant differences of measurement precision and no evidence of disadvantage for disabled students. (Author/MSE)

Items showing sex differences on the revised Wechsler Adult Intelligence Scale (WAIS-R) were studied. In a sample of 206 young adults (110 males and 96 females), 15 items demonstrated significant sex differences, but there was no relationship of item-specific gender content to sex differences in item performance. (SLD)

Conceptual issues arising from the use of minimum competency tests with mildly handicapped and at-risk students are examined, especially in regard to states with a policy of local option. Considered are possible bias in modifying testing procedures, reciprocity among districts, and the unknown consequences of specific modifications. (Author/DB)

The study compared performance of 135 children of three different ethnic groups (Black, Hispanic, and White) on the Minnesota Percepto-Diagnostic Test-Revised with age and IQ controlled. Results indicated no significant differences for the rotation T-score but significant differences in favor of Whites for the supplementary scores. (Author/DB)

An experiment is reported in which 225 high school students were asked to choose among several multiple-choice items but then were required to answer them all. It is concluded that allowing choice while having fair tests is only possible when choice is irrelevant in terms of difficulty. (SLD)

The Tasks of Emotional Development is an apperceptive test that has the additional advantage of a specific developmental focus. Test administration and interpretation are described, focusing on use with adults with mental retardation. It is concluded that the test minimizes many biases plaguing accurate psychodiagnosis with this group. (JDD)

This article defines test bias and reviews research methods most aptly applied postpublication to educational and psychological tests. Best methods for estimating bias in criterion-related or predictive validity and determining bias in construct validity across groups are explained. (Author/JDD)

The issues of construct validity, predictive validity, and item content bias on the Wechsler Intelligence Scale for Children-Revised (WISC-R) are examined. The review concludes that most objective data have not supported the issue of bias of the WISC-R when used with children of different ethnic backgrounds. (JDD)

An approximation for the bias function of the maximum likelihood estimate of the latent trait or ability is developed for the general case where item responses are discrete, which includes the dichotomous response level, the graded response level, and the nominal response level. (SLD)

The tendency of some respondents to omit items more often when they feel they have a less positive evaluation to make and less frequently when the evaluation is more positive is discussed. Five examples illustrate this form of nonresponse bias. Recommendations to overcome nonresponse bias are offered. (SLD)

Explains how teachers should assess their behavior and attitudes toward people of different backgrounds, vary behavior to improve students' achievement motivation, and use culturally sensitive testing and assessment methods. A test data collection form shows how to analyze tests for gender and culture fairness. (SK)

Discusses issues of validity and fairness in the use of intelligence tests for job selection. Expands set of constructs used to predict job performance and sets of performance criteria used to quantify job performance. Presents an agenda for research and practice in job selection and training for the future. (MMU)

Reviews and extends the literature demonstrating that the various College Board examinations, especially the Scholastic Aptitude Test, underpredict women's college grades relative to those of men in all fields except engineering, even when corrected for discipline and sampling. This suggests women are underrepresented relative to merit in freshman…