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ERIC Number: ED238357
Record Type: RIE
Publication Date: 1983
Pages: 115
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-913317-05-5
ISSN: N/A
Competence, Admissions, and Articulation: Returning to the Basics in Higher Education. ASHE-ERIC Higher Education Research Report No. 6, 1983.
Preer, Jean L.
The issues of competency testing, standardized testing, and new measures of achievement and competency in college are discussed. Attention is directed to the following questions: what skills and subjects are basic, how can schools enhance and measure competence, and who is responsible for setting higher standards? Considerations of the National Commission on Excellence in Education are addresssed throughout the report. The importance of the following factors to the successful implementation of minimum competency testing are identified: the allocation of responsibility, frequency and appropriateness of tests, provision of support services, and protection of special groups. The relationship between academic standards and preparatory work at the high school level are addressed, along with requirements for enhancing preparation for college. Differences in what is measured by minimum competence tests and standardized aptitude tests and the concerns of minorities about such testing are also considered. Additional topics include: the use of standardized test scores, new measures of precollegiate academic preparation, methods to increase and measure the competence of college students, teacher competence, cooperation between high schools and colleges, college-level courses offered in high school, institutional and student diversity, and the value-added approach to student assessment. An extensive bibliography is appended. (SW)
Association for the Study of Higher Education, One Dupont Circle, Suite 630, Washington, DC 20036 ($6.50, nonmembers; $5.00, members).
Publication Type: ERIC Publications; Reports - Descriptive
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.
Identifiers: Value Added