The Basic Competency Test for Junior High School Students (BCT) has become the most important and the largest test, which is including the most number of students, the widest range and the largest number of printed paper. The BCT has deeply influenced the benefits whether three hundred thousand students are able to enter their ideal senior high schools or not. Moreover, the BCT has also become the big issue of education which all people are concerned about. The study is according to the massive questionnaire to students in the third grade of public and private junior high schools in Taiwan, their parents, students in the first grade of senior / vocational high schools, and the related educators. The main findings of the study were as follows: 1. Generally speaking, though students, parents and educators have a few different views of most identified items of BCT, the quality of the items is still highly affirmative while its function and purpose are questioned. 2. The attitude of students, parents and educators to BCT exists the evidently great differences. 3. Students who come from different backgrounds have obviously different attitude to BCT. 4. Parents from different backgrounds have obviously different attitude to BCT. 5. Educators from different backgrounds have obviously different attitude to BCT. 6. The studies of students in the third grade of junior high school is obviously influenced by BCT. 7. The BCT has caused pressure and problem to students, parents and educators. 8. The BCT does not reach the expected function. 9. The places, dates, and whether to announce the range of BCT are not accorded with the demands of the public. 10. Students, parents and educators have different demands on BCT. 11. The so-called ¡§ two peaks ¡¨ are presented to the satisfactions for students, parents and educators on BCT. According to the findings, the study provides some suggestions to the actual implement of BCT and the further study.

According to works’ data of research and periodic literature of Lithuanian and foreign scientist authors about conception and structure of competency and analyzing specifics of soldier’s work. The model of consultant competency evaluation is applied, also, to evaluate the soldier’s competency components missing in their competence are reveled and the most effective foreseen ways of soldier’s basic competence are offered. The results of research were published in scientific conference of students “Junior scientist 2006” and some of the results were applied successfully in Lithuanian grand duke Algirdas’ mechanize infantry battalion for calculation of soldiers training results.

The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathematics. An alpha level of .01 was used in each statistical analysis. Gender differences were investigated by comparisons of the relative IBCST pass/fail (p/f) frequencies of males and females and boys' and girls' correct answers on the IBCST Reading and Math tests. Neither the chi square analysis of p/f frequencies nor the multivariate analysis of variance of the IBCST scores disclosed significant gender differences. Therefore, subsequent correlational analyses were done with pooled data.The relationship of teacher-assigned letter grades to IBCST p/f levels was studied with nonparametric and parametric statistical techniques. The 2x3 chi squares computed between IBCST performance and letter grades in reading and math were significant. The analyses of variance of the data yielded similar results. Teacher grades were related to IBCST performance.Multiple regression analyses were used to study the relationships between the IBCST and OLSAT performances. Significant multiple R-squares of approximately .30 were obtained in each analysis. Scholastic aptitude was related to IBCST performance.Canonical correlation analyses were used to explore the relationships between the reading and mathematics sections of the IBCST and SAT. Both analyses yielded a single significant, meaningful canonical correlation coefficient. The canonical variable loadings suggested that the IBCST Reading and Math composites, as well as the SAT composites, were expressions of general achievement. Thus, levels of achievement on the criterion referenced IBCST and the norm referenced SAT were related. The results of the study support the criterion validity of the IBCST with traditional methods of assessment as criteria. / Department of Educational Psychology