The System of Multicultural Pluralistic Assessment (SOMPA) is described as an example of the structural and cultural pluralistic model of assessment. Mercer's concept of estimated learning potential is described and the medical, social, and pluralistic models are mentioned. Standardization, test administration, validation, and the manuals are…

The author examines the history and impact of two significant but conflicting legal decisions in cases that challenged the validity and cultural fairness of standardized IQ tests: Larry P. v. Riles (California) and PASE v. Hannon (Illinois). (Editor/SJL)

The monograph examines the provisions of P.L. 94-142 (the Education for All Handicapped Children Act) regarding nondiscriminatory evaluation of handicapped students. (CL)

A critical review of the psychometric properties of the System of Multicultural Pluralistic Assessment (SOMPA) model for student assessment is presented. The review criticizes the lack of validity of some of the measures but praises the goals of the system. (JKS)

In a replication of an earlier study, a questionnaire with items lacking content and merely containing answer possibilities was administered to a sample of Dutch freshmen psychology students. Subjects showed a preference for positive options over negative options. (Author/JKS)

Test bias, assumed as equal regression lines between two different tests for different populations was investigated to predict Metropolitan Achievement Tests from the Wechsler Intelligence Scale for Children--Revised. Subjects were 1,040 children in grades 1, 3, 5, 7, and 9: Anglo American, Black, Mexican American, and Native American Papago. (JKS)

The issues of culture-free and culture-fair tests for elementary school children are explored by examining specific tests and the testing situation. Investigators examined the problem of group intelligence testing vs. individual testing and conclude that tests still reflect White American middle socioeconomic class values and experiences. (HS)

Purpose of study was to assess validities of two general ability selection tests to predict job success. No evidence of differential validity related to race was found on either of the tests. (RW)

The Trial Lawyers for Public Justice are suing the National Collegiate Athletic Association (NCAA) for discrimination against blacks by using college entrance examination scores, allegedly racially and culturally biased, for admission of athletes. Other organizations have also protested the tests' use. The NCAA claims the standards are in place to…

Discusses the purposes of student grades, including those driven by Individualized Education Programs. Grading options to ensure objectivity, fairness, and accountability for students with diverse needs are suggested. Types of tests available and possible adaptations are described. School districts are urged to create a grading policy that is…

Randomly selected, elementary-age boys (N=156; 31% majority, 69% minority) participated in three "processing-dependent" language measures and one "knowledge-dependent" language test. Results suggest that processing-dependent tests hold considerable promise for distinguishing between students with language disorders (whose poor performance reflects…

This article discusses current research concerning issues in adolescent female talent development: grades in school, females' beliefs about ability, the effects of stereotyping, test score differences, career choice, and parental influences. (Author/CR)

Common criticisms of the Scholastic Assessment Test (SAT) are outlined, and its predictive ability is discussed. Persistence in its widespread use for college entrance is also examined briefly. Arguments for achievement tests as an alternative are explored. It is concluded that alternatives are likely to be equally controversial, and that…

This article explores some problems and recent solutions to the use of norm-referenced testing of children who are culturally and linguistically diverse (CLD). It describes two promising procedures to provide unbiased assessment of CLD children's language and literacy: the use of processing-dependent measures and of dynamic assessment measures.…

Examined is the performance of men and women undergraduate students in mathematics using multiple-choice, relationship analysis, and true/false questions. Sex differences were reported. Implications of this research are suggested. (Author/YP)