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Competency-Based Testing and Credentialing: Addressing Inequity in Adult Education via State Policy Reform

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Title: Competency-Based Testing and Credentialing: Addressing Inequity in Adult Education via State Policy Reform
Language: English
Authors: Austin S. Jennings (ORCID 0000-0002-3342-2205)
Source: Education Policy Analysis Archives. 2025 33(3).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
High Schools
High School Equivalency Programs
Secondary Education
Descriptors: Competency Based Education, Minimum Competency Testing, Credentials, Equal Education, State Policy, Adult Education, Educational Change, Equivalency Tests, High School Equivalency Programs, Scores, Educational Policy, Alignment (Education), Validity, Educational Attainment
Assessment and Survey Identifiers: General Educational Development Tests
ISSN: 1068-2341
Abstract: Competency-based testing and credentialing (CBTC) initiatives aim to address inequity in adult education by fundamentally changing how states use GED®, HiSET®, and TASC™ test scores to award and withhold high school equivalency credentials. However, CBTC is inconsistent with how developers intend states to use those scores. Accordingly, it falls on states to evidence the validity of such interpretations. In the present study, I do just that -- analyzing the extent to which GED®, HiSET®, and TASC™ test scores reflect interchangeable measures of academic attainment for the purpose of credentialing high school completion. Findings suggest high alignment between these tests across all sources and types of validity evidence. This finding -- that CBTC-oriented use of GED®, HiSET®, and TASC™ test scores is valid -- may appear simple, but the policy implications are complex. Considerations range from how states should handle non-authorized test scores to how they can support stakeholders' understanding of those scores.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463512
Database: ERIC
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  Data: Competency-Based Testing and Credentialing: Addressing Inequity in Adult Education via State Policy Reform
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: Competency-based testing and credentialing (CBTC) initiatives aim to address inequity in adult education by fundamentally changing how states use GED®, HiSET®, and TASC™ test scores to award and withhold high school equivalency credentials. However, CBTC is inconsistent with how developers intend states to use those scores. Accordingly, it falls on states to evidence the validity of such interpretations. In the present study, I do just that -- analyzing the extent to which GED®, HiSET®, and TASC™ test scores reflect interchangeable measures of academic attainment for the purpose of credentialing high school completion. Findings suggest high alignment between these tests across all sources and types of validity evidence. This finding -- that CBTC-oriented use of GED®, HiSET®, and TASC™ test scores is valid -- may appear simple, but the policy implications are complex. Considerations range from how states should handle non-authorized test scores to how they can support stakeholders' understanding of those scores.
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      – Text: English
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      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Competency Based Education
        Type: general
      – SubjectFull: Minimum Competency Testing
        Type: general
      – SubjectFull: Credentials
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      – SubjectFull: Equal Education
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      – SubjectFull: State Policy
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      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Equivalency Tests
        Type: general
      – SubjectFull: High School Equivalency Programs
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      – SubjectFull: Scores
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      – SubjectFull: Educational Policy
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      – SubjectFull: General Educational Development Tests
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      – TitleFull: Competency-Based Testing and Credentialing: Addressing Inequity in Adult Education via State Policy Reform
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