Some general questions about minimum competency tests are discussed, and various methods of setting standards are reviewed with major attention devoted to those methods used for dichotomizing a continuum. Methods reviewed under the heading of Absolute Judgments of Test Content include Nedelsky's, Angoff's, Ebel's, and Jaeger's. These methods are…

Questions are addressed to the British Secretary of State for Education concerning: conflicts between the national curriculum and testing program and abilities of the disabled, the potential for the increased segregation of emotionally or learning disabled children, and the pattern of special education services 10 years from now. (DB)

Both the Evaluation Research Society and minimum competency testing proponents have searched for evaluation standards. A need exists for ethical standards which are universal and absolute, as well as methodolgical guidelines which are particular and relative. (CP)

Remarks made at several panel discussions are summarized in this narrative report. The discussion topics and speakers include: (1) public education and testing--Tom Tomlinson, Ann Kahn, Herb Mack, and Jean Nazzaro, with remarks by Patricia Albjerg Graham; (2) standards regarding testing--Walt Haney, Barbara Lerner, Ann Cook, Willo White, and Bob…

Proposals for a British national curriculum and national assessment procedures are discussed in terms of a timetable for implementation, the foundation subjects, relevance of subjects to children's lives, attainment targets and testing, and children with special educational needs. (DB)

Explores the many meanings of the minimal competency testing movement and the more recent mobilization for educational excellence in the schools. Argues that increasing the value of the diploma by setting performance standards on minimal competency tests and by elevating academic graduation standards may strongly conflict with policies encouraging…

Discussion of the standards issue in gifted education stresses the value of program models characterized by academic freedom and development of creative expression and urges that lists of standards and high-stakes testing do not replace a rich curriculum. (Contains references.) (DB)

The implicit definition of competence and the inferential chain that links the standard-setting process to the decision outcomes of the method are considered for two classes of standard-setting procedures: those involving data-free judgments of items and those involving data-based judgment of items. The major underlying assumptions of competence…

Six measurement-related problems which face educators attempting to implement minimum competency-oriented instruction (MC-OI) are isolated. They are: (1) choosing appropriate competencies to measure; (2) acquiring appropriate tests; (3) setting standards for MC-OI; (4) selecting suitable sanctions; (5) providing equidifficult examination…

The National Education Association questions the effectiveness and presents the negative aspects of state programs to test the minimum competency of practicing teachers. Teacher competency should be ensured through high standards for entering teachers and annual evaluation and professional development opportunities at the district level for…

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…

Asserts that currently accepted teacher competency tests are not valid and reliable measures of those qualities essential to effective teaching. Presents criteria that should be met by a valid assessment approach and, beyond competency assessment, stresses the need to improve the environment in which teachers function and students attempt to…

Although the use of test results to demonstrate educational shortcomings is important, tests and assessments are also expected to be an instrument of reform. In fact, they are often expected to provide the primary means of creating educational reform. The minimum competency testing movement and the expansion of the use of test results for…

This paper: (1) provides the conceptual underpinnings of the knowledge about effective school practices that bear directly on the quality of the teacher workforce; and (2) analyzes current policy decisions and their ability to affect positive changes. Working conditions enhancing teacher commitment, retention, and teaching effectiveness are…

Discussions at the National Consortium on Testing conference are summarized. Updates on recent and upcoming events are given by Jeff Schiller (National Institute of Education), Doug Whitney (American Council on Education), John Maxwell (National Council of Teachers of English), Dorianne Almann (National Science Teachers Association), Eric Gardner…