The paper reviews a series of models designed to reduce bias in the assessment process and describes the intent of each model and their interactive effect in the process of nonbiased educational evaluation. (Author/CL)

Investigated the possibility of ideological bias in the Rokeach Dogmatism Scale with student volunteers (N=79) who anonymously categorized each of the 40 items on Form E. Results showed that three items were identified as left/liberal and 10 were seen as being right/conservative by a majority of the students. (LLL)

Examines a few samples of Walter Lippmann's allegations concerning the validity of intelligence tests. (CT)

This study examines the model typically used in item analyses of bias with Hispanics. It is shown that the model fails to demonstrate bias even for children who come from the Spanish-speaking homes. The author suggests that the model's implicit assumptions about how cultures interact may be incorrect. (Author/CL)

Study of language used in multiple choice test showed that verbal complexity of questions had little or no effect on their actual difficulty; if a student knows the content, he can also read well enough to understand the test item. (SP)

Between-scale correlations indicate that both tests provide similar measures of intellectual performance, but because of the discrepancy in mean IQ scores of the WPPSI and WISC, comparisons should be confined to within-test contrasts. (Author)

Strategies for assessing item bias are discussed. Correct response probabilities in latent trait models are compared conditional on latent ability. Probabilities are compared conditional on the observed test score in Scheuneman's method. A method to assess item bias and distinguish between uniform and nonuniform bias is described. (Author/DWH)

Illustrates how primary sources of test bias (instrument bias, item bias, and interpretation bias) can occur in a testing situation. Discusses how biases can be accounted for in testing decisions. Offers rationale for proper utilization of tests and makes a case for the renewal of test utilization in the classroom. (Author/NEC)

The practices of education are often treated as analagous to those of medicine, with "testing,""diagnosis," and "treatment." The problem with this comparison is that a learning problem may not be indicative of an "illness" and that educational testing (especially norm-referenced) may be misleading. (RJG)

New as well as landmark instruments and research are described. Among the contemporary issues dealt with is a concern for the source of and methods useful in controlling bias in the construction of interest inventories. With the assessment of interests, as with all measurement, validity is the bottom line. (Author)

Describes the controversy following the pioneering bill in New York that is to allow standardized admissions tests to be scrutinized by the public. The position of the Educational Testing Service in the issue is presented. (SA)

Used an ecological approach to study the proximal relationship of raters (n=12) and test takers (n=423) formed during the trial of a new science version of a high-stakes, topic-based language test. Reveals a source of test bias that might otherwise have gone undetected by traditional methods. (SLD)

Presents two approaches to evaluating gender measurement bias in mathematics testing, and discusses how to assess these approaches. The two approaches are the study of internal test structure and external test relationships. Ensuring a gender-fair test requires attention to both areas. (SLD)

Examined differential item functioning on Kaufman Assessment Battery for Children using partial correlation technique to detect race and gender differences of children (N=100) on item means independent of overall ability differences. Found neither racially nor sexually biased items exceeded chance expectations. (Author/CM)