ABSTRACT
This chapter begins with a brief overview of the concept of fairness in the most recent edition of the Standards for Educational and Psychological Testing. However, assuming the legal criteria of opportunity to learn and notice of the testing environment have been met, from an Aristolelian perspective, the use of these tests are fair, in that an individual’s score on the test—that is, his or her accomplishment—determines the awarding of a high school diploma. Aristotelians and libertarians would argue that the use of the tests to award scholarships is fair for different reasons. The former would condemn the use of different cut scores by state, and would suggest that scholarships be awarded purely on merit, even if that resulted in some states getting many scholarships and some getting none. Moreover, the range of philosophical perspectives in society on test fairness exceeds the range of perspectives raised by Zwick and Dorans.
