The Nonbiased Assessment module contains seven sections that provide information on various issues relevant to the construction of programs for assessing minority group children. Each section, in addition to the discussion of the topic, contains a list of objectives for the workshop participant or reader, a pretest, simulations, and an annotated bibliography of recommended readings. Section I, on basic considerations regarding nonbiased assessment (by T. Oakland), covers components of a diagnostic intervention process; biasing factors (parent influences, child characteristics, examiner characteristics, diagnostic-intervention techniques, and school system policies and practices); and five diagnostic intervention models (medical, social system, psychoeducational process, educational task analysis, and pluralistic). A second section by D. Bersoff reviews legal principles with reference to P.L. 94-142 (the Education for All Handicapped Children Act) and the Rehabilitation Act of 1973. Sociocultural considerations are addressed by R. Henderson in Section III. In Section IV, J. Matluck and B. Mace-Matluck consider the nature of language, language assessment characteristics of oral language proficiency tests, legally mandated assessment and intervention, and a diagnosis of learning difficulties in limited English speaking and bilingual children. Section V (by A. Hofmeister and C. Preston) gives an overview of educational assessment and its purposes. A sixth section, by D. Reschly, focuses on appropriate assessment for mildly retarded children; while a final section, by M. Tombari, describes nonbiased assessment of emotionally disturbed students. (SW)