Describes the implementation of a minimum competency testing program in North Boone Senior High School in Poplar Grove (Illinois). Includes eight questions to be asked in planning for such a program. (Author/WD)

Describes the five-year effort of the Allentown, Pennsylvania School District to develop districtwide final examinations to test the mastery of course objective in its secondary schools. (FL)

A number of forces are likely to contribute to future issues in educational assessment: (1) reduction in government resources, (2) financial pressures broadening the diversity of post-secondary applicant pools; (3) adult student emergence at the post secondary level; (4) concern with accountability of schools and educators; (5) strengthening of…

Argues for the value of high-quality minimum competency testing (MCT) programs in efforts to restore honesty to public school promotion practices. Lists the seven characteristics of a good program and discusses the effects of MCT on students, on curriculum and teaching, and on public perceptions of schooling. (Author/WD)

As more states adopt minimum competency testing (MCT) programs, MCT is becoming the subject of much debate among educators and in the courts. MCT has been attacked by those who claim it discriminates against Blacks and non-English-speaking minorities. Also raised in the MCT debate is the question of educational malpractice. (RLV)

In this article, both the psychology behind minimum competency testing (MCT) and the statistics employed to determine the line between competence and incompetence are attacked. MCT is viewed as a crisis created to discredit teachers and schools and as a means of invasion of public education by state level bureaucrats and politicians. (RLV)

The imposition of minimum competency testing in high schools must be seen in a social and political context. Since many minority students have received an inferior education, minimum competency tests may be seen as a means of preventing these students from receiving their high school diplomas. (Author/RLV)

This report presents baseline findings from a 3-year study of state exit exams. The study involved data from all states with current or planned exit exams; case studies of five states; and research review. Researchers examined: why so many states are adopting high school exit exams, impacts of exit exams on students, what the exams are like, and…

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)

One problem raised by minimum competency testing is the search for effective means of remediating the learning problems of students failing the competency exams. Local school districts must rely on currently existing programs, particularly ESEA Title I programs, which have been shown to have had a limited impact on student progress in the past.…

The sources of variability in the Angoff standard-setting procedure, when applied to the Alabama High School Graduation Examination (AHSGE), were examined. The sources of variability examined are judges, rounds (replications), competencies (items), and interactions among these three sources. After training, the judges were given a statement of a…

The author examines concerns about whether or not, and by what criteria, handicapped students should be included in or excluded from comprehensive competency testing programs, as well as the implications of minimum competency testing for the handicapped. Pertinent legislation from several states is discussed. (Author/SJL)

The process of setting performance standards must be examined within the particular context in which specific approaches have been used to construct or select the criterion performance measures being utilized. (Author/RLV)

To assist low achieving students in the mastery of instructional objectives in major subject areas, the Ministry of Education of Israel published definitions of Minimum Achievement Requirements (MAR) for specific subjects at all grade levels. To examine the feasibility of the MAR approach and to determine whether it contributed to the attainment…

Examines the problem that some high school graduates lack basic skills. Cites declining test scores, facts about illiterate graduates, and causes of public nonconfidence in education. Explores the conversion of minimum competency theory into functional programs, citing considerations related to minority students, test results, record keeping,…