There is no doubt that in the past 10 years, school culture has become a testing culture. But all the "multiple measures" do not really lead one to achieve the three most often cited goals of testing: building proficiency in basic skills, closing achievement gaps, and fostering the top-notch knowledge and skills that students will need…

This document, divided into two main sections, contains a set of minimal physical education skill objectives. The following statements summarize the skill objectives described in section two: (a) these objectives affect the cognitive and affective components of physical education; (b) they are basic enough to be achieved by nearly all children;…

This guide was developed to give Kansas mathematics teachers from grades K-12 minimal sequential experiences in implementing the skills, values, and concepts of the mathematics program, and to provide a basic outline for developing a local program. All teachers are encouraged to make a real effort to see that their activities fit into the overall…

This mathematics data bank of generic objectives was developed as the major element of an implementation of Comprehensive Achievement Monitoring in the Individualized and Personalized Adult Basic Education Program of the Canadore College (North Bay, Ontario) Continuing Education Division. The bank contains approximately 900 objectives organized…

The author discusses the possibility of arranging and monitoring potentially useful mathematics in some sort of crude hierarchy which might be described as a "corridor." (MN)

Professional assessment organizations almost universally endorse the use of multiple measures for making education decisions. In practice, however, the concept of multiple measures is defined and applied in many different ways, depending on how we answer two questions--What counts as a "measure"? and How are the multiple measures…

Examined here is the question of whether current teacher inservice activities for improving students' basic skills incorporate research-validated practices. First, 27 dimensions for analyzing inservice education were idenitified under six headings: teacher objectives, student objectives, delivery systems, organizational context, governance, and…

An explicit and complete list of the Minimal Performance Objectives for Mathematics Education in Michigan public schools is contained in this document. The objectives are organized under the five major topics of Arithmetic, Measurement, Geometry, Algebra, and Probability and Statistics. Examples and comments are included. A summary of the…

This document is one of six which set forth the mathematics components of the Project SEARCH Articulated Curriculum developed by the Utica (New York) City School District. Each volume deals with a broad area of mathematics and lists objectives related to that area for all grades from K through 12. Each objective listed is described first in…

Designed for the students who have taken algebra and geometry and who need to strengthen their skills in problem solving and mathematical applications, this guidebook on minimum course content emphasizes the kinds of skills and procedures used in college placement tests. Overall course goals are specified, a course outline is provided, performance…

Behavioral objectives are listed for the primary, intermediate and junior high mathematics curriculum in the Mesa Public Schools (Arizona). Lists of specific objectives are given by level for sets, symbol recognition, number operations, mathematical structures, measurement and problem solving skills. (JP)

In 1979, the Education Department's steering committee for basic skills coordination worked toward institutionalizing the coordination of basic skills programs at the federal level. This report discusses the committee's objectives and activities during that year in the areas of communication, regulations, organization, monitoring, technical…

A duplicate of this article is in The Mathematics Teacher, November, 1972. For the abstract see se 506 987. (DT)

The mathematical skills and competencies necessary for living in contemporary society, for understanding the nature of mathematics as a structural system, and for understanding the role of mathematics in society are listed and discussed. (DT)

Seven questions concerning the role of computation and the role of electronic calculators in arithmetic were posed to a sample of teachers, mathematicians, and laymen. Responses are given in percentage form and typical comments are included. (LS)