The Program for International Assessment of Adult Competencies (PIAAC) results, released in 2013, have spurred researchers to engage in rich analyses. In addition to making it possible to compare skill levels among the 23 participating nations, the PIAAC data have enabled researchers to analyze relationships among cognitive literacy, numeracy, and…

Western Governors University was conceptualized in 1995 at a meeting of the Western Governors Association, and founded soon after in an effort to increase degree production in higher education at a lower cost. It has expanded significantly over the past few years, driven both by increased demand for online education and by drastic state budget…

To better understand the influence of the American Association of Community Colleges (AACC) competencies on practice since their formation, six community college chief executive officers (five presidents and one chancellor) were asked to reflect upon the enduring relevance of the competencies. They were also asked specifically how they acquired…

The authors discuss why certification examinations for park, recreation, and leisure professionals are needed and highlight specific concerns now being addressed by the Test Development Management Committee of the National Recreation and Park Association. (MT)

Presents a hypothetical scenario in which executives of three testing companies meet in 1968 to devise a way to justify the existence of standardized testing. Their solution is minimum competency testing. (IRT)

In this article the Governor of Arkansas discusses the importance of the Arkansas Educational Skills Assessment Test which all Arkansas teachers must pass. (Author/MT)

The paper reviews the disadvantages, as well as the advantages, of minimum competency testing (MCT) with mentally retarded high school students. Among disadvantages pointed out are the discrepancy between teaching methods as testing methods and the unproven relevance of MCT for adult success. (SB)

Indicates that the movement toward minimal competency testing is widespread and growing but that its educational and social implications have yet to be evaluated. (TJ)

Discusses the minimum competency testing movement and the unresolved issues concerning it. Indicates that until the issues are settled, there will continue to be controversy and legal activity. (JOW)

To eliminate some of the unfairness in graduation requirements for handicapped students, the author proposes a system in which secondary students would leave school when their goals were achieved. In doing away with the diploma, his approach would also mark the end of compulsory attendance, required classes, and competency testing. (CL)

Tests by themselves will not ensure teacher competency, but they can be a useful part of a teacher selection and induction program. (Author)

The article examines some of the implications of minimum competency standards and alternative policies for handicapped students. It is concluded that although the alternative of determining policies on an individual basis presents problems in terms of consistency and equity across handicapped students, it still seems to be the best approach. (SBH)

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)

Discusses the political and legal issues in minimum competency testing. Indicates that local educational policymakers and administrators must resist further centralization and take action to devise their own programs. (JOW)

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)