evaluate those abilities. The assess- ment approach is called zyxwvutsr outcomes- based assessment zyxwvutsrq (OBA). It is meant to be continuous, to be formative (cri- terion-referenced), and to cross the three bands of learning: General Ed- ucation and Training (Grades R-9), Further Education and Training (Grades 10-121, and Higher Education and Training. Implemen- tation of these initiatives started in 1998 with the Foundation Phase (Grade R-3) learners. Plans are al- ready underway to have institutions of higher learning embrace these changes as well. Nzimande (1998) believes that the matriculation examination (Grade 12) structure should be replaced by an assessment strategy that is for- mative and flexible because it is pro- ducing illiterate people. It seems almost certain that the future Na- tional Senior Certificate will not use written examinations (Singh, 1999, p. 6). However, in spite of the desire Progress in Taiwan’s College Entrance Examination Michelle Liou, Academia Sinica Chen-Quei Liu, College Entrance Examination Center The predictive validity of most col- lege entrance examinations is mod- est at best. In Taiwan, almost 60% of senior high school (SHS) graduates are admitted to colleges each year using scores from the Joint Entrance Exam (JEE), which consists of tests on a variety of subject areas. Accord- ing to research reports, the exami- nation has a moderate correlation with the freshman GPA but impacts on high school teaching and learning in many undesirable ways (Guo, Liang, Her, Chen, Song, zyxwvuts & Tzeng, 1991;Yang, Lin, & Shieh, 1991). The College Entrance Examina- tion Center (CEEC), founded by the Minister of Education in 1989, in- vited proposals for improving the college admission system, including the JEE. After years of study and discussion, an official report was released which suggested many amendments to the system (CEEC, 1992). The theme of the report was to change, it is not clear yet how learners at this level will be certified. What is clear is that learners will re- ceive a Certificate in Further Educa- tion-obtainable also in the workplace and technical colleges. Ex- actly what the proposed certification system will look like is still an issue for South Africans to debate. Concluding Remarks The gist of this article is to reflect briefly on educational measurement issues and activities in South Africa. As much as South Africa has selec- tively borrowed ideas from other countries, South Africa’s experiences and challenges are unique. The solu- tions we seek will have to take our uniqueness into cog- nizance. We also believe that, for the future South African educational system to succeed, the following mat- ters will also have to be addressed: rigorously training practitioners, to prevent college admissions domi- nated by a single examination. A Proposal for Multiple Competition Channels for College Admission Three channels of paths for admis- sion to college have been proposed. The first channel involves selecting candidates who have the greatest talents or aptitudes in specific areas such as mathematics, English, physics, computer science, arts, and so forth. Applicants must have strong recommendations from their high school teachers and must also pass the basic achievement tests given by the CEEC in February. Qualified candidates are then re- quired to submit personal vitae, school records, and a plan of study to the departments to which they applied. The departments admit applicants based on their personal records and their scores on a de- partmental examination that can be in a format of interviews, written examinations, aptitude tests, per- forming arts, or some appropriate combination of these. This competition channel has been put into practice along with the on- making resources available, and es- tablishing support structures. References Armstrong, T. (1994). Multiple intelli- gences in the classroom. Alexandria, VA ASCD. Chisholm, L. (1999, January 8-14). Why we don’t need matric exams. Mail and Guardian, p. 19. Education Information Centre and Inde- pendent Examinations Board. (1996). Understanding the national qualifica- tions framework: a guide to lifelong learning. Johannesburg, South Africa: Heinemann. Gardner, H. (1993). Multiple intelli- gences: The theory in practice. Ny: Basic Books. Nzimande, B. (1998, March 5). Senior certificate exam must go. The Star, p. 14. Pahad, M. (1998, June). Approaches to as- sessment and evaluation. Johannes- burg, South Africa: Independent Examinations Board. Singh, P. (1999, February 5). Far-reach- ing changes mooted for high schools. The Star, p. 6. going JEE system each year since 1994. Unsuccessful candidates are still allowed to take the JEE in July to compete for college admission. This channel has enjoyed increasing popularity: The number of appli- cants taking the basic achievement tests was 7,348 in 1994 and has in- creased to 51,638 in 1998. The second channel involves an improved two-stage JEE for serving a major portion of college applicants in the future. SHS graduates using this channel would be required to pass basic achievement tests, given by the CEEC, in Chinese, English, mathematics, science, and liberal arts. According to the report, the tests would be administered at least twice in a year, and applicants could take the tests, at most, twice within Michelle Liou is a Research Fellow at the Institute of Statistical Science, Academia Sinica, Taipei zyx 115, Taiwan, ROC. Her specialization is psychomet- ric theory. Chen-QueiLiu is a Research Fellow at the College Entrance Examination Cen- ter, No. 237 Chou-shan Rd., College En- trance Examination Center, Taipei, Taiwan 106. Her specialization is educa- tional testing. Spring 2000 33