A Longitudinal Analysis of Curricular Validity for a Minimum Competency Testing Program

This study examined the curricular validity of the New Jersey Basic Skills test, a minimum competency test administered to all public school students in grades 3, 6, 9, and 11 to measure basic skills in reading and mathematics. Based on examinations of a Modified Caution Index, there were differences in the usual response patterns for both reading and mathematics. This result suggests that within districts there may be differences in the content coverage and emphasis placed on some of the subsets of items contained on a minimum competency test. Because differences were noted across districts and curricular programs, there is the suggestion that there may be problems with using one test. Other, more detailed non-test-based analyses should be conducted to further examine the curricular validity and also the instructional validity of this test. The present analyses provide an initial insight into possible differences between test and curricular matches. (Author/PN)