Minimum Competency Testing

Minimum competency testing is a type of criterion-referenced assessment that requires examinees to demonstrate a minimum threshold of knowledge, skill, or ability in order to be deemed competent in the construct being measured. The assessments are usually used as part of a decision-making process, often as an exit exam or to award examinees with a credential based on their score. The entry that follows describes the application and history of minimum competency testing, including a highlight of relevant court cases regarding students’ opportunities to learn content measured by minimum competency assessments.

As the name suggests, minimum competency exams tend to measure basic skills because they represent the bare minimum an individual would need to know in a content area. Minimum competency tests are not intended to differentiate between individuals along the full ability continuum but rather distinguish between individuals who have demonstrated adequate knowledge in the content area from those who have not. [Page 1059]Furthermore, specific scores on the exam may not even be reported in lieu of a general indication of either pass or fail.

Minimum competency exams have many different applications. State and district education agencies have implemented tests of basic skills for annual grade promotion and for demonstrating graduation requirements in K–12 education. Credentialing exams, including those for certification and licensure, also require the examinee to demonstrate a minimum threshold of knowledge in the area in order to be deemed qualified for the credential being awarded. In each of these instances, high stakes are associated with the results of the assessment. Diplomas may be withheld, students may be retained in a grade for an additional year, or employment prospects may be impacted if the examinee does not demonstrate adequate knowledge of the necessary skills.

Because of the high stakes associated with results of minimum competency tests, the assessments must be carefully developed to meet the test specifications and follow guidelines set forth by The Standards for Educational and Psychological Testing. Test developers must provide evidence to support the intended interpretation and use of assessment results. Furthermore, consideration must be given to the reduction of measurement error and the impact of construct irrelevant variance on the results of the test. Due to the consequences associated with the results, the measure may eventually need to stand up against the rigor of a potential lawsuit, should individuals be negatively impacted by consequences associated with the assessment results.

Depending on the purpose of the test, the agency responsible for defining the knowledge, skills, and abilities required to demonstrate minimum competency may vary. In K–12 education applications, it may be the state education agency; local education agencies at the district level have also put forth basic skill requirements necessary for grade promotion. In credentialing applications, the assessment vendor may define the test specifications through job task analysis, and degree and preparation programs may cover the same content standards to prepare examinees prior to their taking the test. Similarly, the responsible agency must also set standards to determine the requirements for passing, and additionally define whether a specific overall score is required, whereby knowledge in one area can compensate for lack of knowledge in another or if the examinee must achieve a specified score on any subscore areas as well.

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