Minimum Competency Achievement Testing: Motives, Models, Measures, and Consequences.

Sonst. Personen	Jaeger, Richard M. (Hrsg.); Tittle, Carol Kehr (Hrsg.)
Institution	North Carolina Univ., Greensboro.
Titel	Minimum Competency Achievement Testing: Motives, Models, Measures, and Consequences.
Quelle	, (501 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Standards; Accountability; Competency Based Education; Curriculum; Disabilities; Educational Policy; Elementary Secondary Education; Government Role; Graduation Requirements; Higher Education; Legal Education; Legal Problems; Minimum Competency Testing; Political Issues; School District Autonomy; Social Problems; Student Rights; Teacher Role; Test Construction; Testing Problems; Testing Programs; California; Florida; Georgia; North Carolina; Oregon; Virginia + Suchen Sie Ihr Suchwort? Verantwortung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curricula; Lehrplan; Rahmenplan; Handicap; Behinderung; Politics of education; Bildungspolitik; Abschlussordnung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politischer Faktor; School district; School districts; Autonomy; School autonomy; Schulautonomie; Social problem; Soziales Problem; Lehrerrolle; Testaufbau; Kalifornien
Abstract	Addressing often neglected broad issues, rather than the pragmatics of test development and administration, this Conference on Minimum Competency Achievement Testing was organized around six topics: (1) social and philosophical roots, uniqueness among testing movements, and policy issues; (2) legal, curricular, and social-demographic consequences; (3) implications for teachers, students and the handicapped; (4) testing programs in Florida, North Carolina, Oregon, Virginia, the Georgia State University System, Los Angeles, Portland, and the role of the National Institute of Education; (5) competency identification, test development, and standard setting; and (6) alternatives--certification separate from school, competency-based and outcomes-based education, and functional literacy for work. In papers on topics as diverse as philosophy, policy, and the curriculum, there was the suggestion that the political effects of minimum competency testing, namely state control of public education, will be the most profound. Furthermore, if test content comes to define content of curriculum, middle-class children will enjoy an enriched college preparatory program in private schools, and more disadvantaged students will fail to graduate from high school. Thirty-eight speeches and reactions are included in this collection. (CP)
Anmerkungen	American Educational Research Association, 1230 17th Street, N.W., Washington, DC 20036 ($18.45).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC