Presents a recent history of the public controversy concerning academic aptitude/intelligence tests. Offers suggestions about test technology and research that may influence public interest groups to develop a better perspective. Urges better cooperation between professional and public interest groups. (Author/ABL)

Describes what publishers of major achievement tests are now doing to minimize bias and offers recommendations for changes still needed. (Author/ABB)

Since 1973, the types of questions used on the Scholastic Aptitude Test have been periodically appraised for their appropriateness for different groups. The procedures used in the test development process to ensure appropriateness and approaches used in the statistical analysis to evaluate test fairness are described. (MLW)

Admissions officers are convinced that the Scholastic Aptitude Test offers at least a better clue than high school grades alone as to how well prospective students are likely to perform in their first year of college. Bias is seen as only one of many explanations for score differences among groups. (MLW)

For Blacks and Hispanics, standardized admission tests and licensing exams are barriers to schools and occupations. Case studies are presented of college admission tests and teacher testing that place women and minorities at a disadvantage. Test biases and misuse must be eliminated and new forms of evaluation must be developed. (VM)