The conference's keynote address is presented by Bernard C. Watson. Papers include: Vantage from the State Department of Education, by Robert G. Scanlon (Pennsylvania); Minimum Competency: As the Public Sees the Question, by Jacqueline Grennan Wexler; Minimum Competency Testing (MCT): A Tripartite Response from the Profession, by W. James Popham;…

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…

Barbara Jordan served as the hearing officer for three-day adversary evaluation hearings about the pros and cons of minimum competency testing (MCT). This report is the complete transcript of the third day of proceedings. The pro team testimony, led by James Popham, began with William Raspberry, who presented his view of the likely impact of MCT.…

The New Jersey Education Association charges that serious reporting errors in the state's minimum basic skills (MBS) testing program are causing some children to be falsely labelled as failures and are leading to misallocation of State Compensatory Education Aid, which is based on a formula using MBS scores. (SJL)

This criticism of writing competency tests questions both the efficacy of a test developed by the National Assessment of Educational Progress (NAEP) and the reliance of individual states on the products of private testmakers. The paper suggests that a hidden curriculum is being developed by independent and semi-independent organizations that…

A national proficiency testing program would weaken local decision-making capacity, resegregate the schools, and further the negative effects of nonpromotion of students. Such a program would also have several negative effects on the curriculum. (Author/IRT)

Provides background information on the move toward competency testing in composition and the subsequent implications for college writing instructors. Examines problems inherent to developing a comptency based program at the college level and what composition teachers need to be aware of regarding such testing. (HTH)

A solution is offered to problems associated with the inequality in the manipulability of probabilities of classification errors of masters versus nonmasters, based on competency test results. Eschewing the typical arbitrary establishment of observed-score standards below 100 percent, the solution incorporates a self-correction of wrong answers.…

Designed for policymakers and programs planners involved with the topic of teacher testing, this publication outlines issues involved in teacher testing and describes state-level activities in this area. A question-and-answer section provides general information on major types of teacher tests, prevalence of teacher tests, problems addressed by…

The document provides information related to statewide testing of exceptional students for the North Carolina Annual, Minimum Skills Diagnostic, End-of-Course, and Competency Testing programs. Guidelines for the appropriate use of alternative test formats, aids, or a different test environment with disabled students are given. Included are rules…

Intended for use by school administrators, guidance counselors, teachers, and proctors, this manual contains general information on Regents examinations and competency tests. Specifically, the regulations and procedures for ordering, administering, and rating these examinations are described. Information is also included about the competency…

A faculty member in a predominately black institution in the University System of Georgia critiqued the basic skills examination used as a placement and exit examination for the remedial program. He found that the local committee that developed the test had not defined what "basic skills" are, set priorities, nor specified degrees of…

The popular educational reform trend toward competency testing is appropriate to measure achievement in the basic skills areas, but competency testing in core curriculum areas may cause teachers to teach for the test, lead to minimal standards at the expense of excellence, and stifle the transfer of learning and creativity. (CB)

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)

Examines three standardized college composition tests in terms of the context of the assignment and the impact of social influences and the testing situation. Stresses inadequacies inherent to standardized composition testing. (HTH)