During the past few years the problem of bias in testing has become an increasingly important issue. In most research, bias refers to the fair use of tests and has thus been defined in terms of an outside criterion measure of the performance being predicted by the test. Recently however, there has been growing interest in assessing bias when such…

The effectiveness of test adaptation based on item selection and reordering of a Spanish (Mexican) version of the Peabody Picture Vocabulary Test (PPVT) was examined. Translated forms were administered to a sample of Mexican students. One item from each pair (A and B) was selected and reordered using a priori rules. The revised instrument was…

At present, college entrance examinations unfortunately determine only those students who will achieve good grades at the university level, thus ignoring the individual and social needs of minority students by avoiding an estimation of their knowledge and ability to do the reading and writing necessary outside the university. Both the Scholastic…

The three papers provided here were presented at the GRE Board Research Seminar: (1) "Background, Purpose, and Scope of the GRE Board Research Program" by Bryce Crawford, Jr.; (2) "Predicting Success in Graduate Education" by Warren W. Willingham; and (3) "Research on Testing and the Minority Student" by Ronald L.…

In determining whether black freshmen are ready for college, the author examines the social-psychological realities from which they emerge. A poor concept of efficient utilization of time and organization, coupled with a weak academic self-discipline perpetuates a dangerous beginning for the black freshman. Parental lack of exposure to college…

This report reviews the employment testing of minorities and discusses the limitations of the test results. Statistical validation of test results is stressed as a means to avoid cultural bias and avoid discriminatory screening tests. Noting that fair hiring practices and valid tests may not be enough to provide equal employment opportunities for…

The position of the Harcourt Brace Jovanovich Test Department is set forth for the use of standardized instruments with urban and minority group pupils. Concern is with the effectiveness and usability of the instruments by the organization that published them. Renewed and intensified attention is given to certain aspects of the traditional…

Use of the Law School Admission Test (LSAT) and undergraduate grade point average for members of minority groups are examined in relationship to recent LSAT studies and related research on admissions tests and test bias. Traditional predictors of law school grades were found to be as accurate for minority as for majority persons. (JT)

Industrialization, democracy, and competition, basic traits of American life, have contributed toward standardizing expectations of how children should perform. Standardized tests, and labeling some children as "slow," make it difficult for children with unusual learning styles to achieve. Teachers too often teach for the test score rather than…

This article presents an alternative mode of assessing minority children's strengths and weaknesses by utilizing a conceptual framework referred to as Cognitive Style, that is, the processes a child uses to learn. The process of "mapping" a student's learning style provides both a diagnostic tool and a basis for prescription writing.…

Presents some of the issues examined by the Commission on Standardized Testing and the Evaluation of Potential Among Minority Group Members. Focuses on issues surrounding the testing of minority group members, i.e., the dangers of misclassification, test fairness and accountability. (DOW)

Currently used standardized measures for testing competency do not predict classroom performance. Unique qualities that ethnic minorities bring to classrooms, such as language and cultural knowledge, should be viewed as assets. More realistic criteria are necessary in order to solve the shortage of minority teachers. (Author/GC)

A cross-racial comparison of the Wechsler Adult Intelligence Scale (WAIS) was made with the revised version, the WAIS-R. Three groups of Anglo, Black, and Mexican-American male college students were administered both versions of the WAIS on the same day. Significant differences were found among the racial groups. (Author/LMO)

ASAT scores are examined statistically with respect to gender differences, and a rationale for removing the gender bias from the aggregate achievement assessments is described. The inadequacy of relying solely on aptitude tests to produce comparisons of achievements is noted. (Author/MLW)

Standardized tests have been used to deny Blacks and other non-Whites access to higher education and employment. The tests do not measure intelligence or innate ability but rather vocabulary, philosophical concepts, and literary devices. Black scholars must lead in developing a system to help Black students overcome these cultural biases. (KH)