Collaborative (or, participatory) research involves a working relationship between at least one academic institution's research unit and one community-based organization. The community-based organizations of interest are those from and representing underserved communities. Barriers to collaboration, approaches to overcoming such barriers, and principles for the maintenance of good collaborative research relations are given. Representatives of the underserved and academic research units tend to interact in a collaborative/participatory relationship by means of formal committees. How the degrees of power of the underserved on such committees might be understood is discussed in terms of a model from Arnstein's 1971 article and the value of participation for the underserved is discussed.

Two problems in test development relate to the use of illustrations: (1) Do illustrated items perform better than written items, and (2) Does item performance vary as a function of the type and size of the illustration? A sample of 63 tests was drawn from all the Air Force Specialty Knowledge Tests containing illustrations. These 63 tests had been administered to approximately 28,261 airmen under operational conditions. Item statistics between illustrated and written items drawn from the same content areas were compared using F ratios. The results indicated: (1) That illustrated items in general performed slightly better than matched written items; (2) That the best‐performing category of illustrated items was tables.