Standard-setting practices in states using the National Teachers Examination (NTE) were examined. Passing score-setting procedures, recommended study scores, passing scores established by the states, and the implications of the passing scores were studied. States have typically adopted standards lower than cut scores recommended by advisory…

Notes that criticism of the training offered by universities to future chemists is well documented. Suggests a 17-step model for the planning of a chemistry course that utilizes a competency-based training program. Explains each step and lists sample objectives. (MVL)

Five methods of equating minimum-competency tests were compared using the Florida Statewide Student Assessment Test, Part II, for 1984 and 1986. Four of five methods yielded essentially comparable results for the highest scoring 84% of the students. Different lengths of anchor items were compared, using the concurrent item response theory equating…

This article discusses advantages and disadvantages of competency-based education and training (CBET), with emphasis on its application to vocational and higher education in Australia. Argues that, although CBET model is suitable for most vocational programs, the very nature of higher education prohibits its use at colleges and universities. (MDM)

This article argues that, despite the demand for competency-based testing of college graduates, such efforts may be simplistic, costly, and counterproductive in light of the varied missions of higher education institutions. The assessments useful to improving higher education (campus-based, faculty-developed, and mission-related) do not appear to…

The presence and extent of overlap between checklist and written scores using data for over 400 medical students in 6 classes on an examination including clinical encounter stations with standardized patients were studied. Eighty-three cases used both measures. Written scores provide information in addition to that of the checklists. (SLD)

This article reviews the research related to minimum competency testing (MCT) as a requirement for high school graduation for students with learning disabilities. It examines whether inclusive MCT requirements lead to positive educational outcomes, raises issues of accommodations and alternative diplomas, possible increased dropout rates, and…

Describes six rubrics for appraising the assessments teacher interns create and use in student teaching. The rubrics help teacher educators make judgements about student teachers' knowledge and skill in developing assessments. The six criteria are: alignment with learning outcomes, clarity/understanding of assessment, reliability, feasibility,…

This article explores the changing roles of teachers and paraeducators, delineates responsibilities, and offers practical suggestions for educators and paraeducators in inclusive classrooms. In assigning tasks to paraeducators, teachers are urged to consider educational legislation, risks to students and to personnel, and competencies and skills…

This chapter describes a new conceptual model for measuring competencies of higher education graduates. The proposed instrument can become a valuable tool for higher education quality management, policy evaluation, and scientific research. (Contains 1 figure.)

In January 2004, the National Collaboration for Youth approved a list of core competencies needed by entry-level youth development workers for effective youth development practice. This chapter provides an overview of these competencies, explaining why and how the list was created, outcomes, and recommendations for next steps. (Contains 13 notes.)

This article reports the results of a content analysis of the debut season of the reality television show, "The Apprentice." All 15 episodes were examined to determine the role that communication competencies played in competitors' success or elimination. Results indicate that the ability to persuade effectively was most critical to winning tasks,…

This report is the third in a series of "Reality Check" reports finds that five years into the implementation of the No Child Left Behind Act and over a dozen years into the so-called standards movement in American education, the public now sees these reforms as "necessary, but not sufficient." This is consistent across a…

This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information is validated by a sample of higher education administrators and can be used by administrators in identifying and assessing intercultural competence as a…

As part of an effort to improve basic math instruction at Vocational-Technical Institute (T-VI) in New Mexico, a survey was conducted asking teachers, tutors, and instructional technicians to assess the importance of and student performance on 35 basic math competencies. Survey responses were then related to two national standards of mathematical…