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| Institution | Florida State Univ., Tallahassee. |
|---|---|
| Titel | Competency Testing in Florida. Report to the Florida Cabinet. Part I. Task Force on Educational Assessment Programs. |
| Quelle | (1979), (34 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Basic Skills; Communication Skills; Educational Assessment; Educational Objectives; Elementary Secondary Education; Functional Literacy; Graduation Requirements; Instructional Improvement; Mathematics; Minimum Competency Testing; Program Improvement; Remedial Programs; State Programs; Test Bias; Test Validity; Testing Problems; Testing Programs; Florida; Florida State Student Assessment Test |
| Abstract | After studying the testing and remedial programs used in Florida's public schools, the Task Force on Educational Assessment Programs presented its findings and recommendations. Findings are reported regarding: the schedule for implementing the testing program (which requires that students pass the Functional Literacy Test before they may graduate from high school); public and professional reactions to the testing program; the test's name; the importance of academic as opposed to practical life skills; the test's validity in predicting life success; problems in testing exceptional students; cultural bias; consistent testing procedures; and test validity related to appropriate curriculum content. A brief review of remedial programs is included, as is a brief comparison of 1977 and 1978 test scores. Recommendations are addressed to four main concerns: (1) eliminating unfairness and communication problems-- including changing the time of testing and the test's name; (2) promoting early learning and diagnostic testing; (3) improving test quality and emphasizing items which test basic skills; and (4) monitoring remedial programs by the state department of education. Forty-one behavioral objectives, a bibliography, and a list of task force participants are appended. (GDC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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