Discusses some children with whom the author has worked, and how the current definition of intelligence and the use of testing have affected their lives and then suggests some ways private groups can be involved in solving the problem. (Author/JM)

If two social class groups are equated on total intelligence scores, one social class sample appears to succeed on essentially the same test items as does the other. A given score on an intelligence test appears to represent the same skills for one social class as it does for another. (Author/AG)

Statistical bias in measurement and ethnic-group bias in testing are discussed, reviewing predictive and construct validity studies. Item bias is reconceptualized to include distance of item content from respondent's experience. Differing values of mean and standard deviation for bias parameter are analyzed in a simulation. References are…

In a two-way analysis of variance and Bonferroni-type follow-up to detect biased items on Forms A and B of the test found that bias-in-item difficulty occurred for the Mexican-American and White groups. The need to examine the issue and reconsider popular conceptualizations of bias in testing is shown. (Author/CM)

In discriminant analyses of student performance on medical science certifying examinations developed by the faculties at a parent campus and regional campus, curriculum bias in examination items was shown to exist. Test construction procedures and exchange and review by faculties were found inadequate to prevent curriculum dependence. (Author/CM)

The three-parameter logistic model has been used for identifying test items that may be biased. An approach is presented here that is applicable even when one of the subgroups is relatively small. Interactions between item content and group membership, commonly called item bias, may be conceptualized as multidimensionality. (Author/BW)

Indicates that cultural schemata can influence how students interpret prose. (AEA)

Presents both logical and empirical evidence to illustrate that the conventional scoring algorithm for ranking tasks significantly underestimates the initial level of group ability and that Slevin's alternative scoring algorithm significantly overestimates the initial level of ability. Presents a modification of Slevin's algorithm which authors…

Test analysis and instructional differentiation can help minorities. Minorities can survive and benefit by the testing craze if a systematic attempt is made to educate and to deal with attitudes in the home, the school, and the total community. (Author/MC)

It is unlikely that disadvantaged students will be able to meet the Educational Testing Service (ETS) alternative admissions criteria, which are based on traditional concerns: cognitive learning style, motivation, commitment to education, and achievement in a given field. ETS should consider how to enhance these students' public school…

Two years after the implementation of Florida's Educational Accountability Act, which mandates statewide competency testing in reading, writing, and arithmetic, the author cites the advantages of the program, refutes criticisms of it and reviews the challenge to it in Federal District court, the Debra P. V. Turlington case. (SJL)

Under realistic individual testing conditions there is consistency between the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) with Anglo and bilingual Mexican American children. This investigation failed to indicate any unfairness to the Mexican American child on the WISC-R. (Author)

Results indicate a growing consciousness of the sex-bias issue on the part of most test publishers. Recommends that guidelines for editorial bias be issued for use by item writers, editors, and consultants. Where sex differences are found, separate normative information should be given. (Author)

Analyzes the ABIC using data on elementary children across racial and social lines. On item difficulty, scores are higher for middle-SES, older, first- or second-born children, and from families whose structures are more typical. ABIC-achievement correlations generally are too low to be of value. (Author)

The authors critique legal arguments which have been used by attorneys, especially Merle S. McClung of the Center for Law and Education, in opposing minimum competency testing programs in the schools. The arguments mainly concern the 14th Amendment, racial discrimination, and the denial of due process. (SJL)