This book focuses on topics germane to cognitive abilities viewed from a "minority psychology" perspective. The most contentious chapters concern test bias and heredity, with culture, socioeconomic status, and case viewed as the chief explanations for test score differences between social classes and racial and ethnic groups. The reviewer…

Examines pattern of mental abilities exhibited by first-grade, Israeli-born children whose parents emigrated from Europe, Iraq, North Africa, and Yemen. Results indicate that the groups of culturally different children tended to exhibit different patterns of cognitive abilities. Concludes that historical-cultural background of a population has a…

Reports on recent changes in examination policy and practice in China, England and Wales, the Federal Republic of Germany, France, Japan, Sweden, the United States, and the Soviet Union. Identifies and discusses some significant trade-offs arising from the implementation of examination policy. Discusses four nearly universal dilemmas of…

Suggestions are provided for future research in item bias detection, reduction of essay-reader variation in setting cut-score levels, and limitations of equating theory. (TJH)

Using data from the Illinois Talent Search Program, this study examines relationships between scores on several common standardized achievement tests and subsequent performance on the Scholastic Aptitude Test. The dual criteria testing process is also analyzed for possible race and gender effects. Guidelines are offered for setting appropriate…

Multifaceted Rasch analysis was used to determine whether bias was evident in the way a group of raters graded two different versions of an oral interaction test, undertaken by the same candidates. Results indicate that certain raters consistently rated the tape version of the test more harshly while others rated the live one more harshly. (10…

This study of 105 low-income, urban, African-American preschool and kindergarten children found that the performance of most of the children on the Peabody Picture Vocabulary Test-Revised was more than one standard deviation below the mean. Findings indicated that the test was not appropriate for use with this population. (Author/JDD)

This article reviews literature asserting that legal mandates eliminating overrepresentation in special education classes may have hurt minority children and argues that such a position ignores the impact of bilingualism on psychometric test performance. The article proposes that psychometric tests be excluded from any aspect of decision making…

Performances of 60 male and 60 female undergraduates on a conventional multiple-choice test were compared with their performances on a test that enabled them to assess the correctness of their own answers. The self-assessment approach reduced the bias seen in differences between male and female scores. (SLD)

Using the Guide to the Assessment of Test-Session Behavior for the WISC-III and WIAT (GATSB), observations were recorded for 969 children between the ages of 6 and 16 years. Children who exhibited higher levels of avoidance, inattentiveness and uncooperative behaviors while being tested tended to exhibit lower WISC-III scores. (RJM)

Eighty Navajo-speaking students, aged 8-10, were administered free recall word lists in Navajo or English using a multitrial assessment format. Recall rates were higher in Trials 1 and 2 for those receiving Navajo words than for those receiving English words, but there were no differences on later trials. Contains 27 references. (SV)

Educators are concerned about overuse or inappropriate use of standardized test scores as graduate school admission criteria, particularly for minority groups. Efforts to reduce test bias are increasing, and admissions officers are encouraged to focus more on qualitative elements of applications, such as essays, letters of recommendation, and…

The study compared results of the Preschool Language Scale, administered to 214 rural and 214 suburban children in Nebraska. Both groups scored above age level, but a higher percentage of rural children failed a wide range of verbal ability and auditory comprehension items. The scale did not meet criteria for nonbiased, ecologically valid…

Much work is needed in the area of testing and assessment of limited-English-proficient students. The article discusses characteristics of bilingualism, code switching and other bilingual language patterns, the five types of tests currently used with limited-English-proficient students, and the new curriculum-based achievement tests which are more…

Critiques a collection of articles on accountability, testing, and academics in schools with minority group and low-income students, examining their polar positions and explaining that polar positions are often equally biased. Expresses concerns about the TAAS, discussing what changes are needed in the educational system and the TAAS in order for…