This module was developed to provide training at the master's degree level for prospective teachers in the areas of learning disabilities and emotional disturbance to serve students in rural and reservation areas of North Dakota. Project ERICA sought to address the overrepresentation of Native American students in North Dakota's special education programs by training graduate students on assessment issues related to the provision of service to Native American students. The module contains an outline of material for infusion into special education assessment courses, a brief narrative section, overhead masters, and a list of suggested readings. Materials address: (1) the overrepresentation of Native American students in special education in North Dakota; (2) the concept of test bias and definitions of test bias; (3) evidence for bias in the assessment of Native American students, including evidence based upon traditional psychometric studies and other evidence; and (4) resolution of test bias by using neuropsychological evaluations, decreasing emphasis on norm-referenced assessments, considering assumptions, using nonverbal tests, using learning style evaluations, developing local norms, examining the opportunity to learn, involving parents and minority team members, and identifying and eliminating biased items. A checklist based on the information reviewed for this module is provided. (CR)