Educational achievement tests, career interest inventories, and aptitude tests are reviewed for examples of sex bias, and changes in policy concerning the use of these tests are suggested. These suggestions are within the authority and responsibility of local and state educational administrators, teachers, counselors, parents, and students. The author concludes that guidelines concerning the review, selection, use, and interpretation of tests are especially needed for policy makers, since educational tests are neither inherently sex fair nor sex biased. Sources of guidelines for evaluating the fairness and the use of a test are discussed, as well as general professional standards for test construction. A number of examples from actual test items illustrate cases of bias against females--in achievement tests, male characters are mentioned more often and in more active roles; career interest inventories have separate male and female scales and norms, resulting in disproportionate counseling about career options; and aptitude tests may be written and interpreted according to sex role stereotypes. More stringent guidelines for test selection are strongly recommended whenever selection tests result in adverse impact. A bibliography is appended. (Author/GDC)