Differences in attitude toward classroom testing were studied with 219 college faculty members and 108 students. Although both groups acknowledged the importance of tests, more positive attitudes were found for faulty members rather than students, and the greatest discrepancy in attitude scores was for items regarding the fairness of tests. (SLD)

This article discusses the structure of a committee that evaluates assessments for students with visual impairments and the process by which the committee arrives at its recommendations to test developers and administrators. Concerns and preferred practices that have been revealed by the committee's two years of experience are discussed. (CR)

After decades of criticism that standardized testing is culturally biased, the Educational Testing Service claims great strides in eliminating test bias in the Scholastic Assessment Tests and related tests and reports initiatives in cooperation with educators leading to better academic preparation for students of color. Critics still ask for…

The study with 497 majority and 82 minority medical students found that grade point averages for undergraduate science courses and a composite Medical College Admissions test score based on science and reading subtests were both valid and equally predictive of scores on the National Board of Medical Examiners Examination, Part I. (Author/DB)

The effects of a fixed and variable entry procedure on bias and information of a Bayesian adaptive test were compared. Neither procedure produced biased ability estimates on the average. Bias at the distribution extremes, efficiency curves, item subsets generated for administration, and items required to reach termination are discussed. (TJH)

A method is proposed for the detection of item bias with respect to observed or unobserved subgroups, using a loglinear item response theory model assuming a Rasch model for ability and difficulty. A simulation study was performed with 200 sets of data to check the robustness of the method. (SLD)

The issue of interpretation of standard test scores of minorities is discussed. The history of the issue is reviewed. The National Academy of Science's decision to reinterpret the scores of minorities is summarized. (YP)

Draws from validity generalization research to summarize evidence disputing theories that objective employment tests are either biased against minorities or lack utility. Argues that group differences in test scores do not result from deficiencies in tests, but in skills they measure. Suggests that measurement-based research does not provide…

Surveyed 100 Filipino children from deprived cross-cultural background. Found that aspects of self tapped by Western self-esteem instruments (attitudes toward friends, family, school) were considered important. Other things (food, money, clothes) rated important by respondents were largely ignored by Western instruments, suggesting that such…

The measurement of the performance of schools is complicated by the need to adjust for differences in input mixes. Schools may have a differential effect on the performance of different types of pupils. Rather than a single performance indicator, a system of indicators is needed. Characteristics of a good indicator system are identified. (KDP)

Scores on cognitive abilities tests administered to students (n=80; grades 4-8) being considered for gifted placement were analyzed for differences between low socioeconomic status (SES) students and average or above average SES students. Analysis indicated that the primary reason low SES students did not meet criteria for gifted placement was low…

Describes nine categories of criteria used in developing nations to determine high school admission, the most common being competitive examinations and regional or school-level quotas. Discusses attempts to balance academic qualifications and equity concerns in Papua New Guinea and other countries, and dilemmas related to examination biases,…

This discussion of college entrance examinations reviews differences between the Scholastic Assessment Test (SAT) and the American College Test. It then focuses on the SAT, discussing numbers of students taking the tests, changes in test construction to recognize contributions of women and minorities, involvement of African Americans in…

Reviews research on the effectiveness of teaching test-wiseness. Finds that minority group members, members of culturally different groups, special education students, and students at every educational level benefit from instruction in test-taking strategies. (RS)

A Rasch model was used to detect and correct bias in Likert rating scales used to assess student perceptions of college teaching, using a database of ratings. Statistical corrections were significant, supporting the model's potential utility. Recommendations are made for a theoretical rationale and further research on the model. (Author/MSE)