Describes the implementation of a minimum competency testing program in North Boone Senior High School in Poplar Grove (Illinois). Includes eight questions to be asked in planning for such a program. (Author/WD)

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)

Stresses the need for examining the minimum competency testing movement in terms of: (1) the relationship between the goals of the curriculum and the content of such tests; (2) the concept of remediation; (3) the issue of discrimination; (4) open v secure (secret) testing: (5) the impact of standardized testing practices on early education. (GC)

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…

Issues raised by teacher competency testing are addressed. How competency can be defined and measured and whether competency assessment makes a positive contribution to teaching are discussed along with legal and ethical concerns. (Author/MT)

Legislation dealing with competency testing in general falls into the following categories: (1) mandating uniform statewide minimum competency testing, to which high school diplomas and/or grade promotion is related; (2) mandating uniform statewide minimum competency testing to be used for improvement of instruction but not tied to grade promotion…

The project "Threshold Level," initiated by the Council of Europe in 1976, is compared with "Francais fondamental," comparing their aims and their differences. Offered as an interim statement, the article leaves open the question of whether Francais fondamental should be replaced by the the Threshold Level. (IFS/WGA)

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…

Describes the development and testing of the North Carolina minimal competency testing program. (IRT)

Competency testing in composition fixes goals that convey to students, teachers, parents, and the general public inaccurate notions about the nature of composition and what competency in writing comprises. The trend toward competency testing comes from the public's realization that many high school and college graduates are functionally…

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…

This pilot edition provides current information to local educators on the Spring 1981 Basic Skills Tests. Input forms are included as a means of obtaining information from district level curriculum coordinators and teachers on the utility of this guide. The guide is designed to be a tool for curriculum and instructional development consistent with…

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)