ERIC Number: ED178615
Record Type: RIE
Publication Date: 1979-Dec
Reference Count: 0
Do Minorities Embrace the Concept of Minimum Competency?.
Lewis, Ronald H.
The concepts of competency can be conceptually separated into two dimensions: minimum competency testing (MCT) and competency based education (CBE). One of the major weaknesses of the MCT movement is the growing reliance on single test scores as indicators of the total capability of students. Minorities do not reject the idea of competence, but they oppose the use of MCT as a rationale for organizational resegregation or as a justification for maintaining the status quo by denying mobility and choices to minority groups. CBE may change the educational process by structuring educational goals around specific outcomes; and by using various measures to diagnose individual needs, to provide individualized instruction, to use appropriate and adaptable learning activities, to use flexible scheduling, and to evaluate programs, students, and teachers. MCT alone blames the student for failure, while CBE involves education and support processes to remediate student weaknesses. Minorities are also concerned about the lack of curricular and instructional validity in schools which administer MCTs. Minority groups, although supporting competence, do not support MCT in isolation from the responsibilities which should be borne by the total educational system. (MH)
Descriptors: Academic Achievement, Accountability, Competency Based Education, Educational Needs, Educational Problems, Elementary Secondary Education, Minimum Competency Testing, Minority Groups, Public Opinion, Racial Discrimination, Remedial Instruction, School Responsibility, Student Certification, Test Bias, Testing Problems
ERIC Clearinghouse on Tests, Measurement, and Evaluation, Educational Testing Service, Princeton, NJ 08541 ($2.00, while supplies last)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Tests, Measurement, and Evaluation, Princeton, NJ.
Identifiers: Information Analysis Products
Note: Paper presented a the annual meeting of the National Council on Measurement in Education (San Francisco, CA, April 11, 1979); For related documents, see TM 010 018-020