Many mastery decisions are made based on assessment devices that are known to be less than perfectly reliable. A significant portion of examinees who have scores near the cutting score risk misclassification, even for instruments with relatively high retest reliability. Suggestions for minimizing this risk are offered. (Author/MT)

This article presents an annotated bibliography of journal articles and documents which discuss both theoretical and research findings related to issues surrounding the concept of overlap between standardized tests and the content, curricular, and instructional domains of teaching and learning. (MT)

This paper explores the minimum competency testing clarification hearing in order to better understand the strengths and weaknesses of adversary evaluation as a vehicle for clarifying matters of public policy interest. Problems with the hearing format and suggestions for improvement are discussed. (BW)

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)

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)

Describes major methods available for determination of cut scores or minimum competencies (the Nedeslsky and Angoff methods) and their application to annual assessments at Texas Tech School of Pharmacy. (EV)

This study examined the assessment literacy of primary/junior teacher candidates in all four years of their concurrent program. Candidates from each year of the program completed a survey pertaining to self-described level of assessment literacy, main purposes of assessment, utilization of different assessment methods, need for further training,…

Examines the issue of minimum competency testing. Advantages and disadvantages are listed and differences in approaches to implementation are discussed. Problems which arise for teachers are listed along with suggestions for how to handle them. (JMB)

This paper describes the California Basic Education Skills Test (CBEST), the educator response to it, and its effect at the district and individual levels. Questions are raised regarding the implications that implementation of present policy have for future students and teachers in California. (MT)

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)

Six modifications of minimum competency tests were found to enhance performance of 345 learning disabled third graders. Modifications included administering fewer subsections of the test per session, grouping similar skill items in sequential order of difficulty, and using symbols to organize the flow of items within the test. (CL)

Analysis of minimum competency testing administered in 1973 to handicapped students in North Carolina demonstrated the need to devise an acceptable alternative for students with little chance of success. The unknown effects of test modifications for different handicaps was found to be another problem. (CL)

Colorado now requires applicants for teaching certificates to pass a basic skills test in spelling, English language usage, and mathematics and to demonstrate acceptable speaking ability. Student teachers must also complete this screening. Applicants have four chances to complete the test. (MLF)

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)