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Testing and the Paradoxes of Fairness.

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Title: Testing and the Paradoxes of Fairness.
Authors: Geisinger, Kurt F.1
Source: Education Review (10945296). 2025, Vol. 32, p1-12. 12p.
Subject Terms: *Test validity, *College entrance examinations, *Test design, *Professional licensure examinations, *Educational evaluation, Fairness, Social justice, Meritocracy
Abstract: This review evaluates *Testing and the Paradoxes of Fairness* by Howard Wainer and Daniel H. Robinson, a book focused primarily on the validity and utility of admissions and licensing tests in education and professional settings. The authors advocate for the use of objective, data-based testing methods, arguing that valid tests are inherently fair, while challenging common criticisms such as the effectiveness of test coaching, the concept of "strivers," and test-optional admissions policies. The book emphasizes meritocratic selection based on test scores but offers limited discussion on integrating values related to diversity and equity or addressing potential biases in criteria beyond test scores. Recommended for testing professionals, educational leaders, and policymakers, the volume provides accessible explanations of testing concepts but may not fully engage with contemporary debates on fairness and diversity in educational assessment. [Extracted from the article]
Copyright of Education Review (10945296) is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This review evaluates *Testing and the Paradoxes of Fairness* by Howard Wainer and Daniel H. Robinson, a book focused primarily on the validity and utility of admissions and licensing tests in education and professional settings. The authors advocate for the use of objective, data-based testing methods, arguing that valid tests are inherently fair, while challenging common criticisms such as the effectiveness of test coaching, the concept of "strivers," and test-optional admissions policies. The book emphasizes meritocratic selection based on test scores but offers limited discussion on integrating values related to diversity and equity or addressing potential biases in criteria beyond test scores. Recommended for testing professionals, educational leaders, and policymakers, the volume provides accessible explanations of testing concepts but may not fully engage with contemporary debates on fairness and diversity in educational assessment. [Extracted from the article]
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  Data: <i>Copyright of Education Review (10945296) is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.14507/er.v32.4317
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        Text: English
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        PageCount: 12
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      – SubjectFull: Test validity
        Type: general
      – SubjectFull: College entrance examinations
        Type: general
      – SubjectFull: Test design
        Type: general
      – SubjectFull: Professional licensure examinations
        Type: general
      – SubjectFull: Educational evaluation
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      – SubjectFull: Fairness
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      – SubjectFull: Social justice
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              Text: 2025
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