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…

Describes how fourteen principles of adult education provide the conceptual framework for performance competencies to guide the daily practice of instructors in the centralized inservice department of a large acute-care hospital. (JOW)

The National Teacher Evaluation Program has developed a competency test for teachers that is the result of extensive consultation with the profession, pretesting, and review. Plans for the future of the test are detailed. (MLF)

Reports the findings of a study which was designed to develop a profile of continuing education program coordinators/ specialists and to assess their perceived professional competencies. (LRA)

The author asserts that coverage of educational measurement issues in the popular press and in nontechnical education journals rarely reflects the concerns of measurement specialists. He presents the measurement issues surrounding minimum-competency testing and suggests that specialists work to make these known to the public. (SJL)

Examines the ineffectiveness of common law action in negligence suits and the effectiveness of state legislation to eliminate educational malpractice and functional illiteracy. Suggests alternative ways to prove educational malpractice. Available from New England Law Review, 126 Newbury St., Boston, MA 02116. (IRT)

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)

Discusses practical strategies reading teachers may employ in dealing with state-mandated minimal reading requirements. Includes cautions and suggestions for dealing with test limitations. (TJ)

Critiques the first two volumes of E.D. Hirsch, Jr.'s Core Knowledge Series, "What Your 1st Grader Needs to Know" and "What Your 2nd Grader Needs to Know" (Doubleday, 1991), for thin coverage of core curriculum fundamentals, highly condensed format, and unbalanced content. Parents should realize there is no substitute for a…

Outlines a training model designed to help senior technologists ensure that the newly hired technologists in the clinical molecular pathology laboratory achieve the minimum level of knowledge needed to perform and progress on the job. (Author)

Looks at the differences in quality in competency studies and cautions that trainers should be sure that the competencies identified are, in fact, valid and useful. Offers guidelines for identifying and describing competencies that are important to employees in a specific organization. (JOW)

In a Delphi study 23 experts identified the need for competence in computer technologies of business education teachers. Competencies were grouped into five categories: computer hardware, software, programming, computer integration, and general computer knowledge. (Contains 28 references.) (JOW)

Discusses the new key skills qualification which will provide more opportunity for all post-16 students to demonstrate their key skills. (Author/CCM)