In this paper the author shares his concerns about minimal competency testing, fearing that the minimum may become the maximum. He discusses this fear based on examples from the English curriculum--Language, Writing, and Literature. (KC)

Asserts that school systems will have to convert from their traditional methods of organizing and operating if competencies beyond the basic skills are to be taught. (Author/IRT)

This conference paper examines issues regarding minimum competency testing, including: (1) the history and current status of minimum competency testing programs, in the U.S. and especially in the Midwest; (2) technical characteristics of minimum competency tests; (3) the relationship of minimum competency tests to the regular curriculum and…

Although over half of the states in the United States have implemented minimum competency testing (MCT) programs, problems continue to be reported by researchers. Educators have been concerned with these problems since the beginning of MCT. Accounts of testing problems include: (1) Durham, North Carolina students who fail the state-mandated test…

Minimum competency testing programs present educational decision makers with a new opportunity to reconsider some fundamental issues in American public education. First, what is the goal of our elementary and secondary educational system? In particular, one must consider the role that minimum competency testing plays in the struggle for equality…

The purpose of this conference was to discuss the implications on the teaching and learning of mathematics of the system of objectives and assessment instruments that must be generated in order to meet state directives in Illinois. General overall concerns included: (1) the classroom teacher and district administrators may view the testing as…

Although strongly supported by those aware of the movement, the "Back to Basics" approach in education is not clearly defined. Problems in interpreting the concept, determining basic competencies, and implementing such a program on a statewide basis are explored. (JMD)

Examines the purposes of student evaluation and how they influence the daily life of the classroom. Discusses feedback to students and parents, minimum competencies, classroom observations, formal tests, and self-evaluation. (SS)

Evaluation of student minimal competency should be based partly on national concerns, partly on local concerns, and partly on the needs of the learner. Evaluation must be built into all levels. (JMF)

This sourcebook describes specific sources of potential utility to those responsible for designing, installing, and operating competency-based education (CBE) programs. Four major types of resources are described--available materials from which selections may be made; products that provide guidelines for selecting from available materials;…

Conflicting definitions reveal the diversity of motives and goals in the back-to-basics movement. Dealing with the problem must include consideration of the impact of television, the realization that basic and nonbasic education are complementary, and the need for coordination of K-12 and postsecondary education. (JMF)

An overview and critique, with special reference to independent schools, of the minimum competency testing movement as a solution to the political and educational furor over declining student achievement. (SJL)

The activities and results of the first year of a two-year student assessment pilot program are described, based on a 1978 mandate by the Kansas Legislature requiring the development of minimum competency objectives in the areas of reading and mathematics for students in grades 2, 4, 6, 8, and 11 and instruments for assessing those competencies.…

In this book comprised of six chapters, multiple aspects of competency based education (CBE) are discussed contextually by various authors in terms of the current educational climate wherein the primary emphasis is upon learning outcomes rather than the process of learning itself. To illuminate the notion of competence, Chapter 1 presents:…

The second of two task forces formed to consider the graduation requirements of Hawaii's public education system came to several conclusions and made several recommendations regarding improving the existing program. Among the task force's concerns were making sure graduation requirements were linked to the state department of education's…