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- W295708977 abstract "The testing of minimum competencies began as a result of our concern for accountability and development of competency-based education. That is, society wanted some better idea of what children were learning and how much that learning cost. About same time, society decided that it would be proper for teachers to specify what skills they were going to teach so that children would be able to function as successful adults. Of course, it soon became clear that it was impossible to specify all competencies that make children successful adults, and even for those competencies that seemed reasonable to develop in schools, evaluation or testing could not be accomplished in usual paper-pencil fashion. In fact, evaluation would take much more time and money than educational institutions could reasonably spend. Minimum competency testing, therefore, became competency testing of minimal skills; that is, reading, writing, and arithmetic [Wise Ed 156 726]. Presently, thirty-four states have mandated testing of competencies, but in thirty of them, testing is confined to reading, writing, and arithmetic. Sometimes euphemisms for the three r's are used; for example, in Florida basic literacy is term used, while others use term communications. Testing of minimal skills at a minimum functional level is reality, however. In elementary schools in twenty-three states, testing has started or is about to start. The concern for development of skills has expressed itself in establishment of testing programs that reach down to first grade in states of North and South Carolina, and to grades three or four in many other states. Minimal competency testing is not something that can be ignored or relegated to high school. Elementary school teachers should be aware of events in their own states and across nation." @default.
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- W295708977 date "1979-10-01" @default.
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- W295708977 title "ERIC/RCS: Testing the Minimal Competencies." @default.
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