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

Oct 15, 2026

Uploaded by dawugda

Competency-based testing and credentialing (CBTC) initiatives seek to reduce inequity in adult education by changing how states use GED, HiSET, and TASC test scores to grant or withhold high school equivalency credentials. The study examines whether these scores can function as interchangeable measures of academic attainment for credentialing purposes. Results indicate strong alignment across the three tests across sources and validity evidence types, with complex policy implications for implementation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Competency-based testing and credentialing overview

Validity alignment across GED, HiSET, and TASC

Policy implications for state use

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 33 Number 3 January 21 , 2025 ISSN 1068-2341 | | Competency-Based Testing and Credentialing: Addressing Inequity in Adult Education via State Policy Reform Austin S. Jennings eduCACE United States Citation: Jennings, A. S. (2025). Competency-based testing and credentialing: Addressing inequity in adult education via state policy reform. Education Policy Analysis Archives, 33(3) . [https://doi.org/10.14507/epaa.33.8639](https://doi.org/10.14507/epaa.33.8639) 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. Keywords: high school equivalency; standardized testing; credentialing; construct validity; equity in education; adult education Pruebas y acreditación basadas en competencias: Abordando la inequidad en laeducación de adultos mediante la reforma de políticas estatales Resumen: Las iniciativas de pruebas y acreditación basadas en competencias (CBTC, por sus siglas en inglés) tienen como objetivo abordar la inequidad en la educación de adultos Journal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/ Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/ Manuscript) received: 26/3/2024 Facebook: /EPAAA Revisions received: 29/11/2024 Twitter: @epaa_aape Accepted: 30/11/2024 Education Policy Analysis Archives Vol. 32 No. 3 2 al cambiar fundamentalmente cómo los estados utilizan las puntuaciones de los exámenes GED®, HiSET® y TASC™ para otorgar o retener credenciales de equivalencia de escuela secundaria. Sin embargo, CBTC es inconsistente con la intención de los desarrolladores sobre cómo los estados deben usar esas puntuaciones. En consecuencia, recae en los estados demostrar la validez de tales interpretaciones. En el presente estudio, analizo precisamente esto: hasta qué punto las puntuaciones de los exámenes GED®, HiSET® y TASC™ reflejan medidas intercambiables de logro académico para el propósito de otorgarcredenciales de finalización de escuela secundaria. Los hallazgos sugieren una alta alineación entre estos exámenes en todas las fuentes y tipos de evidencia de validez. Este hallazgo –que el uso orientado a CBTC de las puntuaciones de GED®, HiSET® y TASC™ es válido– puede parecer simple, pero las implicaciones políticas son complejas. Las consideraciones van desde cómo los estados deberían manejar puntuaciones de pruebas no autorizadas hasta cómo pueden apoyar la comprensión de esas puntuaciones por parte de las partes interesadas. Palabras clave: equivalencia de escuela secundaria; pruebas estandarizadas; acreditación; validez de constructo; equidad en la educación; educación de adultos Testes e credenciamento baseados em competências: Abordando a inequidade naeducação de adultos por meio da reforma de políticas estaduais Resumo: As iniciativas de testes e credenciamento baseados em competências (CBTC, nasigla em inglês) buscam abordar a inequidade

FAQs

What is competency-based testing and credentialing (CBTC) intended to change?

CBTC initiatives aim to change how states use GED, HiSET, and TASC test scores to award and withhold high school equivalency credentials.

How does the study evaluate whether the tests can support credentialing?

It analyzes the extent to which GED, HiSET, and TASC test scores reflect interchangeable measures of academic attainment for high school completion credentialing.

What do the findings suggest about GED, HiSET, and TASC score use?

The findings indicate high alignment among the tests across sources and across types of validity evidence, supporting the validity of CBT C-oriented use for credentialing.

Oct 15, 2026

Uploaded by dawugda