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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