This resource document represents the integration of both practice and theory related to minimum competency testing (MCT), and is largely based on information collected in a nationwide survey of MCT programs. Chapter 1, To Implement or Not to Implement MCT, by Marcy R. Perkins, presents a definition of MCT and a discussion of the perceived…

Describes the theoretical framework, measurement properties, predictive power, and reliability and validity of the Drug Education School Evaluation Instrument (DESEI), used to determine the effectiveness of the North Carolina Drug Education Schools. The DESEI is included. (BH)

A conception of invalidity as bias is related to content validity for standardized achievement tests. A method of estimating content bias for each of three content domains (a priori, curricular, and instructional) based on the specification of a content taxonomy is also proposed. (Author/CM)

Presents data concerning social validation of an empirically based training model for increasing job-interview skills. The model was easily employed as an effective training procedure. Student participants reported high levels of consumer satisfaction and identified several components of the model as being most beneficial. (Author)

A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)