This publication reviews issues and processes in the quest for less-biased, least-biased, non-biased assessment. It is intended to aid the school psychologist in assisting all individuals in placement or program decisions for school-age children. The first section articulates the common sources of bias in assessment and identifies concepts intended to minimize bias in the use of individual and group tests. The second section gives the technique of observation its appropriate status as an assessment tool. The next section presents some of the more frequently-used assessment models. The final section describes follow-up as the final cost-effective step in non-biased assessment. (PN)