Although the vocabulary, content, and format of the English and Spanish versions of the California Test of Basic Skills were largely equivalent, content analysis revealed three possible sources of test bias: (1) problems inherent in translation; (2) the match between tests and instructional materials; and (3) intervening cultural variables. (SB)

Outlines four limitations inherent in using a minimum competency test to determine eligibility for a high school diploma and, in some jurisdictions, to determine advance to the next grade. Discusses the appropriate uses of testing in an overall program.(MP)

A study of test performance and field dependent-independent (FD/I) cognitive style in 250 college students showed consistently positive correlation between FI and cloze test scores, and other measures such as final grade. It is suggested cloze tests may call forth cognitive restructuring capabilities more easily for more field independent…

Evaluated the test bias of the Verbal IQ as measured by the Wechsler Intelligence Scale for Children-Revised in relation to predictions of academic achievement in two different socioeconomic status groups. Results indicated that Verbal IQs are not biased with respect to socioeconomic status. (Author)

Norm-referenced testing is not appropriate for use in teacher evaluation. A truly equitable method of teacher evaluation is based on a clear set of instructional targets and on the teacher's effectiveness in helping students master the specific skills and knowledge targeted. (Author/MLF)

Examined the view that White examiners impair the intelligence-test performance of Black children. Research literature clearly refutes the existence of race-of-examiner effects and indicates Black children's performance is not enhanced by examinations in Black dialect. Reasons for the persistence of the race-of-examiner myth are discussed. (Author)

Since 1973, the types of questions used on the Scholastic Aptitude Test have been periodically appraised for their appropriateness for different groups. The procedures used in the test development process to ensure appropriateness and approaches used in the statistical analysis to evaluate test fairness are described. (MLW)

Challenges Jensen's arguments (set forth in the book "Bias in Mental Testing") that intelligence tests are scientifically unbiased and that IQ and other mental tests measure something called "intelligence" by refuting Jensen's reading of the psychometric research literature. (EF)

Test measurement, reliability, and validity are discussed in relation to methods of physical fitness testing. A successful testing method which involved students testing their peers is described, showing the administration of various test items and the use of test practice procedures. (JN)

The effects of increasing the test time to reduce the speediness of verbal and quantitative experimental sections of the Graduate Record Examinations (GRE) Aptitude Test were investigated. Results show that extension of testing time so as to reduce intergroup differences is not indicated. (Author/GK)

Official recognition of Black English as a dialect has implications for all public school systems that have minority enrollments. The Ann Arbor decision points to changes that should be made in teacher and institutional attitudes and in the administration and interpretation of standardized tests. (SK)

The 1976 Metropolitan Readiness Test was factor analyzed from responses of (N=408) beginning first graders. Results indicated a single general readiness factor, consistent with prior research, best described the battery of eight subtests. This factor was invariant across sex when separate analyses for males and females were compared. (Author)

In this naturalistic study of essay marking, 15 university lecturers graded an examination paper and completed the Eysenck Personality Questionnaire. A significant positive correlation was found between the marks given and the grader's lie score, indicating possible effects of staff-student interactions or social desirability on biases in grading.…

Summarizes the Ralph Nader report on the Educational Testing Service (ETS). Tests reviewed include preschool, elementary, high school, and college admission; equivalency; financial aid; placement; and graduate school admission. The conclusion is that ETS has an overwhelming economic and political interest in maintaining the current testing system.…

The System of Multicultural Pluralistic Assessment (SOMPA) is presented as a means of reducing some of the cultural problems of current intelligence tests used with American Indian children. (Author/DLS)