Common practices regarding competency testing for handicapped students have ranged from inclusion and exclusion to selective inclusion based on handicapping condition. Factors involved in deciding about minimum competency testing include conceptualizing the categories of handicaps into two groups: students who require a modified learning…

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)

Examines the ineffectiveness of common law action in negligence suits and the effectiveness of state legislation to eliminate educational malpractice and functional illiteracy. Suggests alternative ways to prove educational malpractice. Available from New England Law Review, 126 Newbury St., Boston, MA 02116. (IRT)

In this paper the author shares his concerns about minimal competency testing, fearing that the minimum may become the maximum. He discusses this fear based on examples from the English curriculum--Language, Writing, and Literature. (KC)

Stresses the need for examining the minimum competency testing movement in terms of: (1) the relationship between the goals of the curriculum and the content of such tests; (2) the concept of remediation; (3) the issue of discrimination; (4) open v secure (secret) testing: (5) the impact of standardized testing practices on early education. (GC)

Asserts that school systems will have to convert from their traditional methods of organizing and operating if competencies beyond the basic skills are to be taught. (Author/IRT)

The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

This conference paper examines issues regarding minimum competency testing, including: (1) the history and current status of minimum competency testing programs, in the U.S. and especially in the Midwest; (2) technical characteristics of minimum competency tests; (3) the relationship of minimum competency tests to the regular curriculum and…

The author updates information on teacher competency testing and discusses issues that should be considered by states planning the development and implementation of competency testing programs. Recommendations are made. (MT)

Discusses the arguments for and against minimum competency testing, noting that the same issues are used to support both positions. (FL)

The author addresses the concern that many learning handicapped students are being denied diplomas because of minimum competency testing (MCT). The beginnings of the MCT trend are traced, faults with MCT are pointed out, and legal aspects of MCT are considered. (SW)

The state laws currently being passed to promote competency-based education and testing are so lacking in detail and so unrealistic in their expectations that they will do little to restore public confidence in education and may even have a disruptive influence. (SJL)

The article addresses issues in minimal competency testing for physically handicapped and learning disabled students. Adapting the competency test to the needs of the handicapped students, relating minimal standards to the individualized education program (IEP), and adopting different criteria for graduation are three options considered. (CL)