For the most part, standardized tests are verbal and presuppose that the test takers know the language, culture, and values of the test makers, who usually represent white, middle class language and values. The communication problems that minority groups face when taking standardized tests include phonological biases (especially when the tests are orally administered), syntactical biases (unfamiliar sentence structures), semantic/vocabulary biases, cultural biases, and task oriented biases (tasks reflecting a certain set of values). Suggestions for minimizing test bias include validating assumptions made about tests, gathering data concerning the linguistic and cultural backgrounds of the test takers, constructing valid and reliable instruments, training test givers in the use and interpretation of tests, and training test takers. (Appendixes provide validation criteria, suggestions for administering and constructing tests, test taking hints, and what reliability data are essential when reviewing tests. A bibliography is also included.) (RL)