Milestones in the Development of Assessment
Milestones in the Development of Assessment
|1800’s: Early Evaluation |
|1838 – 1850 |Horace Mann advocates education reform in his annual reports to the |
| |Massachusetts Board of Education. |
|1869 |Sir Francis Galton, considered to be the father of the testing movement, |
| |develops the first Comprehensive test of intelligence. |
|1883 |G. S. Hall founds a lab to study children’s mental and physical characteristics. |
|1890 |James Cattell publishes an article presenting mental tests as measures of |
| |individual differences. He is the first person to use the term mental test. |
|1895 |Joseph Rice begins to organize assessment programs in a number of large school systems. |
|1896 |Binet and Henri (in France) publish an article discussing concepts of mental measurement. |
|Trend |Educators and psychologists show heightened interest in understanding the individual, believe any child can learn if properly |
| |taught. |
|Early 1900’s: Educational Testing Movement (1914 - 1918) |
|1900’s |Wilheim Wundt (Germany) pioneers the measurement movement in his evaluation of response time to stimuli. |
|1901 |The College Board’s first college entrance exams are administered; essay format. |
|1904 |Minister of Public Instruction in Paris appoints Alfred Binet to find a way to identify retarded children. |
|1905 |First IQ test, developed by Alfred Binet and Theophile Simon, is published; Binet-Simon Scale |
|1914 - 1918 |1.5 million soldiers need to be evaluated for service classification in the armed forces. Alpha (for literates) and Beta (for |
| |illiterates) tests are developed and classification is made on the basis of objective test information. Tests are made available|
| |for use with the general public after the war. |
|1914 |Frederick J. Kelly develops multiple-choice test format. |
|1916 |Lewis Therman translates the Binet-Simon Scale and adapts it for use in the US; publishes it as the Stanford-Binet Intelligence |
| |Scale; introduces the term intelligence quotient. |
|1918 |E. L. Thorndike, father of educational testing movement advocates measurement of human change. |
|Trends |“Unsatisfactory school results [are] to be traced to the native limitations in the inability of the child or to the home |
| |atmosphere in which the child grows up.” Charles H. Judd |
| |The need to train and mobilize forces mandates efficient, objective assessment of recruits. |
|1920’s: Efficiency in Testing for Practical Guidance and Placement |
|1926 |The College Board’s Scholastic Aptitude Test (SAT) is administered in multiple-choice format. |
|1927 |Edward Strong publishes the first edition of The Strong Vocational Interest Blank. |
|1928 |Clark Hull’s Aptitude Testing suggests using standardized measures of aptitude to predict job satisfaction. |
|Trend |Return of soldiers to civilian work force necessitates development of career counseling and skill/interest assessment. |
|1930s: Connection Between Outcomes and Instruction/Accreditation Movement |
|(Norm-referenced tests developed for use in measuring individual performance levels) |
|1932 |Many large school systems in the US use group IQ test results to assign students to ability tracks. |
| |Colleges begin to base admissions decisions on applicants’ test scores. |
|1934 |Ralph Tyler promotes inclusion of behavioral and content components in educational objectives. |
|1938 |First Mental Measurement Yearbook is published. |
|Trend |Use of assessment is widespread among school systems. |
|1940s: The Need for Career Assessment and Counseling (1939 – 1945) |
|1939 |The US Army establishes personnel and testing divisions to help soldiers adjust to civilian life. |
| |David Wechsler develops the Wechsler-Bellevue IQ test; is first to see the IQ test’s capability to provide insight into personality; |
| |understands importance of having a well-stratified sample. |
|1940 |Army General Classification Test is published. |
|1948 |Educational Testing Service (ETS) is formed. |
|Trend |Emphasis on applied use of test results calls for instruments to be aligned with standards. |
|1950s: Dissatisfaction with Public Education Parallels Technological Advancement |
|(Soviet Union’s launch of Sputnik I in 1957) |
|1955 |The high-speed scanner is invented; assessment becomes more efficient and less costly. |
|1958 |National Defense Education Act endorses relationship between testing and career guidance and funds identification of outstanding |
| |students. |
|Trend |Provide counseling for secondary students with outstanding aptitude. |
|1960s: Expansion of State-Mandated Minimum Competency Testing |
|1964 |The National Assessment of Educational Progress (objectives-based evaluation) begins under the direction of Ralph Tyler. |
|1960s |Robert Glaser is first to use the term criterion-referenced measures to refer to tests that assess achievement of pre-specified |
| |objectives. |
|Trend |For a stimulus or concept to have meaning, there must be something in the learner’s cognitive structure to which it can be related. |
|1970s: Basic Skills Movement Parallels Use of Tests for Impersonal Categorization and Generalization |
|(Proliferation of Associations and Journals) |
|1972 |The government creates the National Institute of Education (NIE), which focuses research on evaluation in education. |
|1975 |Joint Committee on Standards for Educational Evaluation |
|Trend |Variables within learners (cognitive/affective behaviors) and instruction can be altered to promote mastery learning. |
|1980s: Demand for Alternate Assessment and Alignment of Assessment with |
|Content Standards Parallels Microcomputer Revolution |
|1980s |Computer-Based testing and computer adaptive testing develop and increase. |
| |Alternate/authentic assessments are widely used to supplement standardized testing. |
|1981 |Joint Committee on Standards for Educational Evaluation develops Standards for Evaluation of Educational Programs, Projects, and |
| |Materials, the first organized statement of principles for sound educational evaluation. |
|Trend |More attention is paid to integration of curricula, goals, and test content. |
|1990s: Focus on Outcomes Parallels Expansion of the Internet and World Wide Web |
|1990s |School systems use test results to evaluate effectiveness of individual schools. |
|1992 |Graduate Record Exam is computerized. |
|1997-1998 |Approximately 1 million students take computerized versions of tests, including the |
| |SAT 1 Reasoning Test and the Test of English as a Foreign Language. |
|Trend |“Today’s computerized tests automate an existing process without re-conceptualizing |
| |it to realize the dramatic improvements that the innovation could allow” (G. K. Bennett). |
|2000s: Call for Recognition of Multiple Intelligences, Core-Subject Achievement Tests, |
|and Continued Emphasis on Standards |
|Trends |The theory of multiple intelligences is creating changes in assessment and in education. |
| |Achievement testing is being replaced to some extent by authentic and alternate assessments, including portfolios. |
| |There will be increased efforts to minimize bias in testing. |
| |Some tests report both holistic and analytic scores. |
| |More emphasis is being placed on assessment of cognitive intelligence and behavior. |
| |A foundational principle of assessment remains the same: If it exists, it can be measured. |
| |Ethical issues regarding computer testing continue to be defined and addressed. |
| |The use of career inventories is expanding to new populations. |
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