Table of Contents

1. Today's Standardized Admissions Tests: How Did They Come To Be? 2. The Big Picture: How Are Standardized Tests Used in Admissions Decisions? 3. Conventional and Computerized Admissions Tests: How Are They Developed and Scored? 4. Test Validity: How Well Do Admissions Tests Measure Academic Skills and Predict Future Achievement? 5. Are Standardized Admissions Tests Fair to People of Color? 6. Are Standardized Admissions Tests Fair to Women? 7. Gaming the Tests: How Do Coaching and Cheating Affect Test Performance? 8. New Directions for Admissions Testing: What Does the Future Hold?

About the Author

Rebecca Zwick is Professor of Education at the University of California, Santa Barbara, and an expert on testing. She formerly worked for the Educational Testing Service, studying whether tests like the GRE and GMAT are fair and predict success. Her articles have appeared in Education Week and Phi Delta Kappan.

Reviews

"Zwick does a superb job of demonstrating that these tests are part of larger social and educational problems that cannot be solved simply by eliminating their use. I know of no other book that tackles this issue in such user-friendly language." -- Patricia Gándara, author of Over the Ivy Walls: The Educational Mobility ofLow-Income Chicanos
"Fair Game? is even-handed and fun to read. Rebecca Zwick demolishes long-standing testing myths on both sides of the political spectrum." -- Paul W. Holland, Director, ETS Center for Statistical Theory and Practice
"This book is essential for policymakers and educators seeking a balanced grasp of admissions testing. Rebecca Zwick's clear and thorough contribution offers new research-based directions for policy." -- Michael Kirst, Stanford University
"Fair Game is essential for policymakers and educators who need a readable and balanced grasp of admissions testing before they act. Many testing policy debates are replete with charges and counter charges about testing that are partial and misleading. Fair Game is comprehensive, and ends with new research-based directions for policy." -- Michael Kirst, Professor of Education, Stanford University School of Education