This article argues that so-called 'objective', scientifically 'valid and reliable' tests of aptitude such as ASAT (Australian Scholastic Apti tude Test, used in Queensland as the scaling mechanism for pro ducing a state-wide ranked order of student merit prior to the allocation of tertiary entrance scores), in fact operate to reinforce existing biases in the education system. Drawing on an examination of sample ASAT questions and other pertinent documents, the article traces some sources of systemic bias associated with ASAT. Drawing on more general sociological critiques on the social func tions and ideology of assessment, the article concludes with some discussion of the limitations and biases inherent in any system of 'competitive merit'.
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