A COMPARISON OF MINIMUM COMPETENCY TESTING PROGRAMS IN FIVE SELECTED ILLINOIS PUBLIC SCHOOL DISTRICTS
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| Vydáno v: | ProQuest Dissertations and Theses (1980) |
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| On-line přístup: | Citation/Abstract Full Text - PDF |
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| Abstrakt: | The dissertation was designed to investigate and compare minimum competency testing programs in use in five selected public school districts in Illinois. Particular attention was paid to the following: the rationale for having a competency testing program, implementation procedures, testing methodology, remediation and treatment of students who have not reached mastery. Henry Brickell's "Seven Key Notes" were employed as a format for comparative purposes. Important limitations of the study to be noted were: that the findings were limited to responses given by the representatives of the selected districts as they participated in the interview and completed the questionnaire; and that the population was limited to those public school districts in Illinois that had been identified as having a successful competency testing program by the Illinois State Board of Education. An important assumption underlying the study was that the responses of the five district representatives were an accurate conception of each districts existing minimum competency testing program. The study population was selected from a list of public districts that were identified by the Illinois State Board of Education as school districts that have good competency testing programs. The districts selected were Peoria Unit #150, Decatur Unit #61, Jacksonville Unit #117, Alton #11 and Belleville Elementary #118. The interview and the questionnaire used in this study were structured and constructed respectively, in conjunction with the primary purpose of this study: to compare the competency testing programs of five public school districts. The data from the interviews were analyzed without the use of statistical procedures. The data from the questionnaire were tabulated in terms of the representative's response to each item. The tabulation process with mathematical computations was conducted by the researcher. Conclusions drawn from the findings of this study were as follows: (1) Competency testing and curriculum renovation go hand in hand, one complements the other. (2) Basic skills (reading, writing and math) should be strongly stressed throughout a student's school years and thereby be the initial competencies measured in a competency testing program. (3) Paper and pencil tests are the easiest and cheapest method of measuring competencies. (4) Competencies should be measured during school thereby identifying students that are in need of remediation. (5) School districts should set but one minimum standard and that standard should be for students. (6) Minimum competency standards should be set to coincide with existing pass/fail standards. (7) Definite remedial programs should be incorporated into minimum competency testing programs as they are implemented. In addition to the aforementioned conclusions, the study included general suggestions about implementing a competency testing program in school districts that have yet to do so. These suggestions include: an intensive curriculum study to determine if curriculum coincides with district policy and goals; a poll of teaching staff and school community to ascertain what a high school graduate should be able to do; the development of competency examinations; and implementation procedures. |
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| ISBN: | 9798205285247 |
| Zdroj: | ProQuest Dissertations & Theses Global |