This study investigated the perceptions and attitudes of practicing teachers towards minimum competency testing for teachers. A 5-point Likert-type general attitude scale was constructed by standard procedure, using item analysis and factor analysis. Eight perspectives from which a teacher may perceive teacher minimum competency testing were…

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

This booklet describes a number of activities initiated in the State of New Jersey to improve academic standards and to help teachers prepare their students for taking New Jersey's High School Proficiency Test (HSPT). The HSPT, administered to all public school ninth graders, is more demanding than the previously used Minimum Basic Skills Test.…

While the seventh and ninth grade Maryland Functional Mathematics Tests (MFMT) appear valid and well constructed, the 65 percent passing rate for Montgomery County Public Schools' ninth grade students raises questions about the 81 percent passing score set for the MFMT. This standard is far stiffer than the 59 percent set for the Maryland…

This is one of three publications prepared by the Ohio State Board of Education to assist schools in implementing a competency based education program, as required by the 1983 revised minimum standards for elementary and secondary schools. This document addresses the assessment requirement, with emphasis on defining, comparing, and contrasting…

This report provides Minnesota legislators with background information on establishing state educational standards and periodic testing to measure student progress. Scientific management, the accountability movement, and the basic education movement were educational trends of the 1970's providing pressure on states to set standards to improve…

From March through October of 1986, 44,453 students took the New Jersey College Basic Skills Placement Test (NJCBSPT) at the 30 New Jersey public colleges and 11 participating independent institutions of higher education. Designed to provide data for summary reports to the Board of Higher Education and to help colleges place already admitted…

As part of Louisiana's minimum competency program, the Basic Skills Test (BST) was administered in grades 2 through 5. Student promotion rates in these grades between 1980 and 1985 were examined. Results showed that, in all four grades, the percentage of students retained to repeat the grade increased slightly. The BST was the main, but not the…

In spring 1986, new citywide testing programs in both reading and mathematics were implemented by the New York City Board of Education. In those cases where the test had changed, it was necessary to statistically equate the new tests to the old tests, so that comparisons of equated rather than actual scores could be made during the transitional…

This report and compilation of papers summarizes information collected by an Assessment Development and Use Project, initiated by the Northwest Regional Educational Laboratory (NWREL) to assist test development efforts by state and local agencies. Specific item banking applications are reported in two case studies, selected because they represent…

In 1978 the state of New York established the Regents Competency Testing Program to ensure that all high school students would achieve a state standard of competency in reading, writing, and mathematics prior to graduation. That same year the Resource Allocation Plan was established to help schools in improving pupils' achievement in the basic…

This combined discussion guide and questionnaire, intended for public or professional audiences, consists of three major sections. The first section is a narrative background description of major issues, options, and arguments for minimum competency testing: Will you test minimum competencies? What competencies will you require? How will you…

The academic characteristics of freshmen entering the University of California, Berkeley (UCB), major problems in secondary education, and ways that the university can affect the quality of secondary education are examined. Data on entering freshmen for 1970-1980 indicate that UCB freshmen have consistently scored higher on admissions tests than…

Parkrose School District's goal-based instructional program is designed to meet state minimal-competency requirements, keep the district's students abreast of national and local performance, and inform parents and the community of district students' progress. In response to public concern over students' declining basic skills, the state of Oregon…