The Texas Assessment of Basic Skills (TABS) is described. Specifications are listed for TABS objectives in mathematics reading, and writing for grades 3, 5 and exit level (grades 6-12). It is intended that sections of the publication will be distributed to curriculum planners and appropriate teachers to assist in their determination of whether…

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…

From the concern over the poor educational performance of school children nationwide has evolved the question of setting higher standards via testing. This paper focuses on the state's responsibility to require performance standards for children. Topics discussed include general issues related to the testing controversy, recent state efforts to…

Examination of results of several cases in which students failed minimum competency tests evokes criticism of the way the testing program is carried out by the state. (JD)

Four broad categories of mathematical skills are suggested as general education goals: academic mathematics, consumer mathematics, machine mathematics, and political mathematics. (MP)

Some definitions of the term "basic education" are presented in terms of minimum competency, educational accountability, and basic science education. (BB)

Discusses the role of Canadian teachers' organizations in influencing possible legislation about competency testing. (MKM)

Examines the movement for minimal competencies in the schools. (IRT)

Replies to the immediately preceding article. (IRT)

All students except the mentally handicapped are required to show by examination that they are able to read, speak, and understand ordinary English; write a simple, correct, intelligible paragraph; and perform with reasonable mastery fundamental mathematical processes. (Author)

Replies to the immediately preceding article. The author contends that the cause of incompetence resides more in the overall ambience of disaffection in the nation than in the schools. (Author/IRT)

A program for regular testing of mathematical skills that provides information and counseling to students as well as necessary study programs for students in need of improvement is described. (JT)

Reviews some of the characteristics of the New York state social studies testing program and describes how new questions are developed for the test. (JDH)

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)