In testing minority students, one should be guided by three maxims: (1) "Know Thy Test"--what is being tested, how to administer the test, what reliance to place on results; (2) "Know Thy Student"--understand the population and its sociocultural milieu; (3) "Know Thyself"--personal attitudes and the programs and practices under one's control. (MJB)

Spells out the court-imposed limitations on the various kinds of tests commonly used in the public schools. (Author/IRT)

This study evaluated 16 hypotheses concerning possible sources of bias in test items on the Graduate Record Examination General Test. Ten of the hypotheses showed interactions between group membership and the item version indicating a differential effect of the item manipulation on the performance of Black and White examinees. (Author/LMO)

A feedback inventory was administered to 259 seventh graders in Israel immediately following standardized group scholastic ability testing procedures to determine the subjects' attitudes toward the procedures. Few meaningful differences appeared across sociocultural or gender groups. Test attitudes did correlate with scores. (TJH)

At present the "right brained Indian" must be considered a myth rather than a scientifically valid fact. The neurological and neuropsychological evidence is far from conclusive at this time, and the performance patterns of Native American children on intelligence tests do not necessarily reflect a right brain dominance. (JHZ)

Presents an overview of litigation pertaining to the use of tests in public employment. Provides guidelines for the development of teacher testing programs within legal parameters. (KH)

Disputes evidence used to label American Indians as right-brain dominant. Points out dangers in incorporating untested theories about right-hemisphere learners into curriculum revision. (LFL)

The purpose of this research was to recommend an item bias procedure when the number of minority examinees is too small to use preferred three-parameter item response theory (IRT) methods. The chi-square, Angoff delta-plot, and pseudo-IRT indices were compared with both real and simulated data. (Author/DWH)

Explains significant but accounted for factors that affected the validity of the Degrees of Reading Power Test. (HOD)

The use of scores on standardized aptitude tests for college admission disproportionately excludes some racial and ethnic minorities. Admissions officials should select students whose abilities will enrich the learning environment and whose personal characteristics suggest they will serve the society after graduation. (MLF)

A language test and five psychosocial measures were used to evaluate the effect of examiners on 32 disabled preschool and school-age children who were moderately to profoundly speech impaired, or both. Results indicated that the children performed significantly better when tested by familiar examiners than by unfamiliar examiners. (Author/ABB)

Biased test items were intentionally imbedded within a test and administered to large samples of Black and White college students. Three item bias detection methods (the three-parameter item characteristic curve procedure, the chi-square method, and the transformed item difficulty approach) were applied to the data. (Author/PN)

Compares men's and women's performance on the Law School Admission Test (LSAT), and suggests that the math section may have penalized women, since they scored equally to men on other sections. Questions the validity of mathematics performance as a predictor of success in law school and as a lawyer. (GC)

The study factorially manipulated instructions (fake bad, be honest again control, fake good) and knowledge of self-actualization (naive, knowledgeable) to determine whether knowledge affects ability to create poor impressions or create good impressions in comparison with appropriate controls on the Personal Orientation Inventory (POI). (Author)