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A Mandated Minimum Competency Testing Program and Its Impact on Learning Disabled Students: Curricular Validity and Comparative Performances
Meyen, Edward L. Alley, Gordon R. Scannell, Dale P. Harnden, G. Mack Miller, Kelly F.
Meyen, Edward L.
Alley, Gordon R.
Scannell, Dale P.
Harnden, G. Mack
Miller, Kelly F.
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Abstract
In this study, LD specialists, regular class teachers, and parents of LD students judged that the objectives of the Kansas Minimum Competency Specifications prescribed for nonhandicapped students were applicable to LD students. In addition, the Kansas Minimal Competency Test was administered to LD students under standard and oral conditions. Results showed that they did not perform as well as their nonhandicapped peers at any of the five grade levels. The test was then administered under two modified conditions. Learning disabled students' performance on some objectives at every grade level was not improved by either administering items orally or administering the test one grade level above that designated for nonhandicapped students.
Description
This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.
Date
1982-06-01
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Institute for Research in Learning Disabilities
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Citation
Meyen, E. L., Alley, G. R., Scannell, D. P., Harnden, G. M. & Miller, K. F. (1982) A Mandated Minimum Competency Testing Program and Its Impact on Learning Disabled Students: Curricular Validity and Comparative Performances [Research Report 63]. Institute for Research in Learning Disabilities, Lawrence, KS.