Whether judges on bias review committees can identify test items that function differently for black and white examinees was studied. Judges (n=42) on three bias review committees were asked to examine a set of items and predict differential item functioning (DIF) without empirical data. Test items from teacher certification tests in the content fields of early childhood (n=11), administration and supervision (n=15), and middle childhood (n=16) were examined. Each committee examined 40 items. Agreement between judgmental and empirical indices of DIF were determined. The results suggest that the agreement between the bias review judges and the empirical indices are generally not beyond what would be expected by chance, although each field had one to two judges who exhibited statistically significant agreement with the empirical indices of DIF. The data also indicate that the judges were unlikely to classify items as "favoring blacks." Suggestions for future research on the identification of biased items and the practical implications of this study are discussed. Five tables present the data. (Author/SLD)