Core Maths qualifications were introduced into the post-16 curriculum in England in 2014 to help students develop their quantitative and problem-solving skills. Taking the qualification should also give students confidence in understanding the mathematical content in other courses taken at the same time. In this article, we explore whether Core…

Raises philosophical and technical questions about the Tennessee minimum competency testing program, including: what subject and skills are basic; who determines what competencies are minimal; what should be the consequences of failure; who is responsible for remediation of failing students; do or should skills being taught match skills being…

To determine to what extent competencies to be measured by the Alabama High School Graduation Examination were being taught in the Alabama public schools, a survey was conducted of teachers of grades 7, 8, 9, and 10. Competencies that were not being taught are identified and possible explanations are outlined. (Author/EGS)

This study attempted to gain insight into what teacher candidates think about teacher-competency testing and how test results should be used. A majority of students were negative toward testing, and the weight test scores could be given in hiring and evaluation of teachers. Implications and recommendations are discussed. (MT)

A review of functional literacy testing in the United States from 1955-82 is provided by summarizing the results of literacy assessment studies and synthesizing the major issues which they have engendered. These reviews are grouped with respect to content, criterion-related, and construct validity. The paper concludes by (1) summarizing some of…

Intended to help the laity find their way through the confusion and controversy surrounding minimum competency testing (MCT), this paper explains what MCT is, acknowledges its limitations, weighs the criticisms, and shows how MCT may be used constructively for the benefit of students and for the improvement of schools. Highlights from the paper…

This response to a previous article concerning the use of the CBEST considers the importance of periodic review of testing and scoring procedures, the uses and improvement of these procedures, and the search for alternatives which better suit the intended purposes. (CB)

The article emphasizes the application of minimum testing programs to deaf students and provides background information regarding the nature of minimum competency testing programs and on major issues regarding implementation and use of testing procedures. Information regarding the development of minimum competency testing programs for deaf…

Questionnaires returned by 285 graduates were used to survey perceptions of the Florida Teacher Certification Examination in terms of adequacy to measure competence, difficulty level, need for more rigor, and usefulness in upgrading standards. The results suggest that education graduates do not necessarily dismiss the value of a certification…

This is one of three publications prepared by the Ohio State Board of Education to assist schools in implementing a competency based education program, as required by the 1983 revised minimum standards for elementary and secondary schools. This document addresses the assessment requirement, with emphasis on defining, comparing, and contrasting…

This bibliography represents a personal selection, focusing primarily on the use of group paper-and-pencil tests to assess teacher competence. It is organized in terms of general information, political issues, legal issues, national teacher examinations, defining competence, measurement issues, and technical information. (MT)

Samples of handicapped and nonhandicapped pupils were compared on the following: initial Minimum Competency Test (MCT) performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. Nonhandicapped pupils generally fared better on all measures, although sharp differences were found…

Instructional validity indicates that a district is testing what is taught. Minimum standards of fairness in pursuing educational equity are proposed. The standards include efforts to remediate students who fail competency tests, use instructional validity studies; present an adequate opportunity to learn, make an appropriate use of results, and…

Claims the data from the Ohio Proficiency Test is rich but hard to use. Describes a process for analyzing the data to make it more manageable. Provides suggestions for using the results to make data-driven decisions. (NH)

This reply to William A. Mehrens argues that although some psychometricians are reluctant to endorse the use of test data for educational decision making, it is desirable that measurement specialists provide decision makers with practical, understandable ways to use test data. (JAZ)