Measurement

and Evaluation in the Philippine Higher Education:

Trends and Development

Carlo Magno, PhD

Richard DLC Gonzales, PhD

Abstract

This report provides an overview of the development and trends of educational

measurement and evaluation in higher education in the Philippines. The development of the

field of educational measurement and evaluation in the country is heavily influenced by its

colonial history and it is described to be multidisciplinary where there is integration with

psychological testing and psychometrics within the social science domain. The report

present covers development of the field by (1) tracing the historical background of

educational testing in the Philippines starting with the NCEE; (2) describing the trends in the

shift from national testing to institutional testing; (3) recounting the programs advocating

the discipline among higher education institutions; and (4) citing the organizations and

institutions supporting the discipline. The development in these four areas shaped the

status of educational measurement and evaluation at present time. In this report, the early

and rich beginnings of educational measurement and evaluation the Philippines are

described both with its theoretical and practical developments.

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 Measurement and Evaluation in the Philippine Higher Education:

Trends and Development

The advancement of educational measurement and evaluation in higher education in

the Philippines has been heavily influenced by its colonial history and it is described to be

multidisciplinary. Various fields of study are accounted for in describing the growth and

development of the discipline, theory, and practice. The progress of measurement and

evaluation in the Philippines subsumes educational and psychological measurement and

evaluation, educational and psychological assessment, educational and psychological

testing, research and evaluation, and psychometrics. Testing, assessment and evaluation are

essentially used formally and informally in all colleges and universities that explain it as

being part of the higher education system (i.e., decision making, creating and continuance of

progress).

Historically, the early Filipinos made use of primarily authentic assessment where

parents teach their children survival and livelihood skills such as hunting, farming, and

fishing. When the Philippines was colonized by the Spain, formal schooling and structured

types of assessment was introduced among the academic elites. When the public

educational system was introduced during the American regime, assessment in schools was

expanded because of the development done in the western part of the world during that

time. Significantly, it was also during this time when the Philippine Vocabulary Test was

introduced in 1924 in the public school system. In 1916, Lewis Terman improved the first

intelligence test that is now known as the Stanford-Binet and in 1929, Thurstone expanded

theories on measurement in the psychological perspective. This was the start of

psychometrics that was also introduced in the Philippines through national testing and

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obviously, the development of assessment, evaluation and testing in the Philippines is

brought along with the development of the field in the West because of the colonization.

Most recently, Magno (2010) provided a succinct overview of the history of

educational assessment in the Philippines in his seminal work in tracing the culture of

assessment in the Philippines. He described the development of educational assessment in

the Philippines as shaped by government mandates, studies done at the national level,

educational institutions that offer training in the field, professional organizations, and

pioneering research studies. The psychological perspective of assessment was also

chronicled by Clemea (2002) in her work that traced the development of career guidance

in the Philippines. She cited that testing began in the field of career guidance which started

in the fourth period (1970-1986). Although, testing was already used in the government and

schools, testing in this line of thought was within the practice of counseling psychology

which is also used for educational purposes.

Aside from the assessment of students and teachers in colleges and universities, one

of the forms in the practice of evaluation in higher education in the Philippines is through

accreditation. The process of accreditation allows schools to ensure quality assurance in the

program delivered to its stakeholders (Fitzpatrick, Worthen, & Sanders, 2003). Most

accreditation agencies in the Philippines operate under the Federation of Accrediting

Agencies of the Philippines (FAAP) that is authorized by the Commission on Higher

Education (Valisno, 1980). The accrediting agencies include: the Philippine Accrediting

Association of Schools, Colleges and Universities (PAASCU), the Philippine Association of

Colleges and Universities' Commission on Accreditation (PACUCOA), Accrediting Agency of

Chartered Colleges and Universities of the Philippines (AACCUP) and the Association of

Christian Schools, Colleges and Universities Accrediting Association Inc. (ACSCU-AAI). With

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the exception of AACUP, these accrediting agencies constitute the FAAP. The accreditation

system, however, is voluntary and is modeled on the regional accreditation system in the

United States, although only program evaluations and not institutional evaluations are

performed.

Much of the development in measurement and evaluation in the Philippines in terms

of theory, training, development of experts, and programs originated in higher education

institutions. The higher education institutions serve as centers where the development in

the field of measurement and evaluation is nurtured, propelled, and directed (Stigler, 1993).

This present report presents the development of measurement and evaluation in higher

education by first presenting the (1) historical background of educational testing in the

Philippines, (2) shift from national testing to institutional testing, (3) programs advocating

the discipline among higher education institutions, and (4) organizations and institutions

supporting the discipline.

Historical Background of Educational Testing in the Philippines

The earliest formal testing that was implemented in the Philippines started in 1924

where government employees were screened before holding an office. This was followed by

other government-mandated tests for students in higher education institutions such as the

National College Entrance Examination (NCEE). The NCEE was first administered nationally

on November 25, 1975 under the Presidential Degree No 146 aimed at upgrading the

quality of education in the country by requiring all high school graduates seeking admission

to post-secondary degree programs necessitating a minimum of four years study to pass

the test. However, the test was later abolished on June 2, 1994 under Republic Act No.

7731. From then on, no national entrance examination shall be required for admission to

post-secondary degree program. In lieu of a national examinations, higher educational

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institutions started to develop their own college admission examinations such as the UP

College Admission Test (UPCAT), DLS College Entrance Test (DLSCET), Ateneo College

Entrance Test (ACET), UST Entrance Test (USTET) and PLM Admission Test (PLMAT), to name

a few, while other institutions have to rely on foreign-made aptitude and achievement tests

to select their students.

In the mid-80s, national admission testing was again reinforced, however this time; it

was only for admission to medical schools. This test called the National Medical Admission

Test was developed and administered by the Center for Educational Measurement (CEM).

Later in 1994, a mandatory Law School Admission Test (LSAT) was proposed by the Supreme

Court as part of the proposed reforms in Bar Examinations.

National College Entrance Examination (NCEE)/National Secondary Assessment

Test (NSAT)/National Career Assessment Examination (NCAE). The NCEE (1973-1994) was

taken by every graduating high school student to be admitted to a degree course in higher

education in the Philippines. The intention was to screen graduating high school students if

they are eligible to study for college. The earlier version for this purpose was the College

Entrance Test (CET) which was used in 1971 and 1972. This was created by a team from the

Fund for Assistance to Private Education (FAPE). This test served as an admission test for

colleges and universities in the Philippines that measured Verbal Ability, Verbal Reasoning,

Abstract Reasoning and Numerical Ability. This test became controversial because the test

used primarily English language that may prejudice students from rural and poor areas,

which led to abolition in 1994.

In 1995, the National Secondary Assessment Test (NSAT) was introduced as an

alternative assessment system to the NCEE. This test was also administered to graduating

fourth year high school students, however, it did not function like the NCEE but was used to

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assess the competencies learned by high school students in their second to fourth years in

high school. The test included communications arts in English and Filipino, science,

mathematics, and araling panlipunan (social studies) (DepEd Order No. 5 s. 2005). The NSAT

was developed and administered by the National Education Testing and Research Center

(NETRC) of the Department of Education, Sports and Culture (DECS) and was administered

at the national level from 1995 to 1998 (SEMEO Secretariat, 1998).

In 2006, the Department of Education (DepEd) through NETRC has introduced

another test, the National Career Assessment Examination (NCAE) that aims to enable

students to better assess their career options based on their own skills and fields of interest.

The parts of the tests are: Scientific Ability, Mathematical Ability, Reading Comprehension,

Verbal Ability, Manipulative Skills, Clerical Ability, Non-Verbal Ability and Entreprenuerial

Skills (DepEd Memo 368 s. 2006). But unlike NCEE, the NCAE seeks to minimize mismatch in

career choices vis--vis ability and interests among senior high school students. Former

DepEd Secretary Jesli Lapus argues that NCEA results are, at best, recommendatory and are

not used as prerequisite for admission to higher education.

Other tests being administered by NETRC are the National Elementary Achievement

Test (NEAT), Philippine Validating Tests (PVT), Philippine Educational Placement Test (PEPT),

Accelerated Learning Program for Elementary School Qualifying Exams (ALPES) and the

Accreditation and Equivalency Examinations (A&E) for Alternative Learning Systems.

National Medical Admissions Test (NMAT). In the mid-1980s, there was a need to

screen and assure the standards of students who will enter the medical profession. The

NMAT was created in order to assess the students to be admitted in the medical profession.

The NMAT is an entrance examination for students who would like to enter a medical school

in the Philippines. The test has two parts first part is composed of aptitude measures that

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include verbal, inductive reasoning, quantitative, and perceptual acuity skill and second part

is achievement of basic sciences such as, biology, physics, social sciences, and chemistry.

The test was first used in 1985 developed by the Center for Educational Measurement

(CEM) for the Board of Medical Education of the Professional Regulation Commission (PRC)

(CEM, 2010).

Science and Technology Scholarship Examinations. Another milestone of

educational testing in the Philippines was the development of the Department of Science

and Technology Science Education Institute (DOST-SEI) Science and Technology

Scholarship Examination (S&T Exams) in 1996, under Republic Act No. 7687, known as the

Science and Technology Scholarship Act of 1994. The DOST-SEI S & T Examinations is

considered the first national aptitude test designed to measure abilities that determine

academic and professional success in the different areas in science and technology. The test

is divided into two major components Intellective and Non-Intellective. Intellective

component includes Scientific Ability, Quantitative Ability, Mechanical and Technical Ability,

Linguistic Ability, Imagery, Working Memory and Sensorimotor Ability. The non-intellective

component is an attitude test toward science and technology. Later, this test was also used

to select DOST-SEI Merit Scholars.

The NCEE, NSAT, NMAT, S & T Exams are some of the early educational tests that

were developed for higher education students initiated by the government through its

various departments. Private organizations, such as the CEM, Asian Psychological Services

and Assessment Corporation (APSA) and Psychological Corporation of the Philippines have

also contributed in the advancement of measurement and evaluation for higher education

in the country. CEM has been administering the College Scholastic Aptitude Test (CSAT) and

to its member schools along the NCEE in the 80s to 90s. At present, it provides tests for

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higher education such as Admission Test for Colleges and Universities (ATCU), Nursing

Aptitude Test (NAT), Law School Qualifying Test (LSQT), Graduate Level Test (GLT), Allied

Medical Courses Admission Test (AMCAT), College Scholarship Quality Test (CSQT),

Philippine Aptitude Test for Teachers (PATT) and the NMAT. On the other hand, APSAs tests

and examinations for higher education include Assessment of College Potential (ACP),

Assessment of Nursing Potential (ANP), Assessment of Engineering Potential (AEP) and the

Assessment of Accounting Potential (AAP). The Philippine Psychological Corporation

continues to provide foreign-made psychological and educational tests for higher education

and has developed local norms for most of the tests that they are selling.

Shift from National Testing to Institutional Testing

In the late 1990s, higher education institutions started to identify competencies that

they look for admitting students guided by the charisma of their mission and vision. While

the NCEE assess general competencies that may not provide basic requirements in higher

educational institutions (HEIs), some of them ventured on developing their own

examinations to further assess students capabilities that fit into their learning community

structures. During this period, there was a shift from using national assessment results to

institutional assessment. Colleges and universities strengthen the administration their own

admission policies such as their own entrance examinations, a considerably positive result

of the abolition of NCEE. For example, the University of the Philippines began administering

its own entrance examination known as the UPCAT that is taken by less than 70,000

students annually. Other HEIs followed and continued up to the present developing and

administering their own college entrance examinations. This brought about also less

dependence on foreign-made tests for admission examinations.

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 Admission testing in HEIs. Admission in higher education institutions in the

Philippines is still heavily reliant on the use of test results in the selection of students.

However, apart from test results, high school grades, and letter of recommendations are

also required. Yet, decision for admission is still heavily relied on the results of the entrance

exams. For example, the University of the Philippines UP) comes up with a University

Predicted Grade (UPG) or Academic Performance Index (API) that is composed of 40% high

school grades and 60% from the college entrance tests.

The abolition of NCEE promoted admission testing in the HEIs to make use of either

university/college developed entrance exam or use of available standardized tests. Most

university/college-developed entrance examinations are constructed based on the

competencies required in the entry of a specific program, usually as a result of institutional

validation studies, making institutional entrance testing become a high stake testing such as

the UPCAT, DLSCET, ACET, etc.

On the other hand, HEIs that rely on standardized tests, use tests that can predict

the general ability required to enter the college/university. The choice of what tests to use,

however, is based also on institutional validation studies usually undertaken by Guidance

and Counseling Office, the typical unit of HEIs that handles testing and even admission

services of HEIs (Gonzales, 1991). These admission tests may also come in the forms of

achievement, aptitude and non-cognitive tests. The achievement test measures what the

students have gained in the high school. The aptitude test measure students ability to

develop skills or acquire knowledge such as abstract reasoning, number/letter series, verbal

analogy, topology, visual discrimination, object rotation and manipulation, surface

development, object assembly (see Magno, 2009). Non-cognitive measures are also being

used to include vocational interest, work and study habits, learning preferences and others.

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 Practices in admission testing. Aside from the use of admissions test, other forms of

assessment are also employed for programs that require performance-based assessment.

For example, there are courses such as theater arts, music, dance, and other related

performing arts that will require demonstration of skills. Performance based assessments

emphasize on the students ability to perform tasks by producing their own work with their

knowledge and skills (Magno & Ouano, 2010). For example, in UP Fine Arts, UST Fine Arts

Conservatory of Music as well as De La Salle-College of Saint Benilde require student

applicants to perform the skills required in the course through an audition or submission of

a student portfolio. There is a movement from the traditional paper and pencil test (such as

the admissions test) to alternative type of assessment. Alternative assessments are method

that differs from conventional paper-and-pencil tests (most particularly objective tests).

Another example is the admission of graduate students in De La Salle University, Manila that

do not require an entrance exam but makes use of interview and portfolio of student

academic works in order to assess qualifications to enter a specific graduate program.

Programs advocating educational measurement and evaluation in HEIs

There are not many universities in the Philippines that offer specialized training on

educational measurement and evaluation. These trainings and professional development

are offered as tracks or majors in masters and doctorate degree in universities in the

National Capital Region (NCR). These programs are offered usually under the psychology

department or programs under the college of education.

The De La Salle University-Manila was the first university to offer a masters program

in educational measurement and evaluation in 1986. This program in DLSU provides

students with specialized training in the design and use of various methods for the

assessment and/or measurement of educational and psychological variables with special

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application to data gathering. The programs within the education for psychological and

educational measurement and evaluation are offered in the Counseling and Educational

Psychology (CEPD) of DLSU, Miriam College, and Philippine Normal University (PNU). The

CEPD under the College of Education of DLSU offers a degree in master of science in

educational measurement and evaluation. It initially started with the Institute for

Educational Measurement, Evaluation and Statistics (IEMES) program in 1985 where all

students are grantees of the Center for Educational Measurement (CEM) and the Fund for

Assistance to Private Education (FAPE). The IEMES produced over a hundred graduates who

are specialized in the educational measurement and evaluation. The IEMES also served as a

training center for the preparation of teachers and researchers in measurement and

evaluation. The DLSU Psychology Department also offers Master of Science in Psychology,

major in Psychological Measurement. The program provides students with specialized

training in the design and use of various methods for assessment and/or measurement of

psychological variables with specialist data-gathering needs in the Philippine setting.

In Miriam College, the degree Master of Arts in education major in measurement

and evaluation emphasizes on assessment and evaluation, both for research and

development purposes that is suitable for middle and upper level personnel who have

capabilities to undertake studies involving testing and measurement. The Philippine Normal

University also offers the degree master of arts in education major in measurement and

evaluation.

Doctorate programs that focus on educational measurement and evaluation are

offered by the University of the Philippines Diliman (UP) and De La Salle University, Manila.

UP Diliman offers the PhD in education major in research and evaluation. The program

envisions the graduates command of a broad field of academic and research knowledge

11
and ability to initiate, organize, and pursue the investigation of an original problem which is

based upon or contributes to the field of education. The DLSU doctoral program is a Doctor

of Philosophy in Educational Psychology major in Measurement and Evaluation (now major

in Quantitative Research). This PhD program is designed to develop knowledge and skills for

advanced scholarship and professional practice that applies psychological approaches,

theories and methodologies to specific educational concerns. It is intended for psychology

students and professionals interested in psychological measurement in schools, learning

and development in schools, and in educational programs/interventions for special

populations such as children with special learning needs, the gifted, indigenous groups,

adult learners, and the elderly. The research-oriented courses allow the students to develop

strong and updated theoretical understanding and research capacities in their specific areas

of interest.

Aside from the colleges and universities, the competencies of psychometricians in

the field of psychology were regulated by Professional Regulatory Board of Psychology. This

was enacted in 2009 though the Philippine Psychology Act. The psychology act defines the

work of a psychometrician as (1) administering and scoring objective personality test, (2)

interpreting results of test and prepares reports, and (3) conducting preparatory intake

interviews of clients for psychological intervention. Undergraduates who intend to work as

psychometricians need to pass the examination from the Philippine Regulation Commission

(PRC) to be a licensed psychometrician.

Organizations/Institutions Supporting EME in HEIs

On top of degree granting institutions like universities and colleges, also other

institutions/organizations advocate training, development and research in line with

educational measurement and evaluation. There are two private institutions in the country

12
offer training and development in educational measurement the CEM and the APSA and

only one professional organization in the Philippines that fosters the promotion and

advocacy in the rich role of educational assessment specialist in the country, the Philippine

Educational Measurement and Evaluation Association (PEMEA). The onset of these

organizations and institutions were described by Magno (2010) as part of the assessment

in contemporary period when he traced the history of educational assessment in the

Philippines.

Center for Educational Measurement (CEM). The CEM was institutionalized by the

Fund for Assistance to Private Education (FAPE) that undertook the testing and

measurement projects through the leadership of Dr. Abraham Felipe. The CEM was then

headed by Dr. Leticia M. Asuzano who was appointed as the executive vice president. The

CEM initiated the use of locally developed tests in schools. They have developed over 60

local tests since it was established 35 years ago. The CEM continues its efforts to bring

locally developed tests in the Philippine classroom that are attuned to the Philippine

curriculum and learning. CEM recognizes the improvement of learning through research and

classroom based assessment. CEM is a member of the International Association for

Educational Assessment (IAEA), the International Reading Association (IRA), and the

American Psychological Association (APA).

Asian Psychological Services and Assessment Corporation (APSA). Dr. Genevieve

Tan given the growing demand in industrial and educational testing in 1982 established the

APSA. In 2001, the APSA was expanded to offer several tests in different educational

institutions headed by Dr. Leticia M. Asuzano, who also established the CEM. The APSA

works toward the need to use quality and appropriate assessment that will identify what

students should know or what students should be able to do at a certain grade level in

13
various subject areas. APSA introduced the Standards-Based Assessment (SBA) that

addresses the needs of schools for quality assessment. They also introduced the use of the

Rasch model in item analysis where good items are identified isolating the effects of norm

characteristics. The APSA tests that are standards-based are anchored on the Department of

Education (DepEd) and international standards. The APSA also created programs to extend

the use of assessment from different stakeholders. These programs are the principals

institute, math circle and suken math. Furthermore, APSA actively participates in the

Guidance Circle and the Asian Psychological and Educational Counselors Association

(APECA). APSA sees its role in the need to upgrade the state of local education through

proper assessment.

Philippine Educational Measurement and Evaluation Association (PEMEA). The

PEMEA is the only educational association in the Philippines that is focused on the field of

educational measurement and evaluation. It was established during the first National

Conference on Measurement and Evaluation (NCEME) that was organized August 6 to 7,

2008 through the leadership of the former IEMES Co-Director Dr Rose Marie Salazar-

Clemena and IEMES alumni Marife Mamauag, who also heads the Center for Learning and

Performance Assessment of DLSU College of Saint Benilde. Neil Parias initially drafted the

constitution and by-laws and presented it in the body during the first NCEME convention.

The first set of board members was elected and Dr. Richard DLC Gonzales, an IEMES

alumnus and presently working as Educational Assessment and Examination Reforms

Consultant for foreign-funded education projects in Asia-Pacific, was elected as the

Founding President and Chairman. The PEMEA is a professional organization that involves

educators, researchers, teachers, and measurement and evaluation practitioners. The

purpose of the organization is to (1) promote standards in various areas of education

14
through appropriate and proper assessment; (2) provide technical assistance to educational

institutions in the area of instrumentation, assessment practices, benchmarking, and

process of attaining standards; (3) enhance and maintain the proper practice of

measurement and evaluation in both local and international level; and (4) enrich the theory,

practice, and research in evaluation and measurement in the Philippines (PEMEA By-Laws

and Constitution, 2009). The PEMEA is the only organization in the country that has been

granted an affiliate membership status to the International Test Commission (ITC) early this

year.

The PEMEA also launched its journal called Educational and Measurement and

Evaluation Review (EMEReview) that mobilized its purpose through dissemination of

empirical reports. The EMEReview is an international, refereed and abstracted scholarly

journal. It publishes scholarly reports about contemporary theory and practice in the field of

education and social science that measurement, assessment and evaluation. Its first set of

Editorial Board includes Dr. John Hattie, the President-Elect of ITC; Dr. Jack Holbrook, former

President of International Council of Associations of Science Education (ICASE), and Dr.

Anders Jnssn of Malmo University.

To fulfill its mission in advancing educational measurement and evaluation, the

organization conducts yearly continuing education programs and other projects to promote

appropriate and high standard assessment and evaluation practice. The PEMEA has also

established different divisions that will work on different facets of assessment: School

Testing Division (headed by Dr. Lenore Decenteceo, President of CEM), Test Development

Division (headed by Violeta Valladolid), Psychometrics and Educational Statistics Division

(headed by Dr. Carlo Magno), and Educational Evaluation Division (headed by Dr. Irma

Coronel).

15


Future Trends and Directions in Educational Measurement and Evaluation

The article presents the development of educational measurement and evaluation in

higher education institutions by highlighting the efforts of colleges/universities, national and

non-government (CEM/APSA) tests, and organizations and institutions (PEMEA). What is

streamlined in these efforts is the use of tests in assessment and evaluation and the

production of research in the field. Magno (2010) even recognized that part of the direction

of educational measurement and evaluation is the stretch to produce more the use of

mathematical models on item analysis in measurement research.

The other side of the direction is the proper practice of educational assessment,

both institutional and classroom. The dismal results of professional board of examinations

reflect how assessment of and assessment for learning are being undertaken at the

classroom level. Gonzales (1999) noted that teachers of selected HEIs have not gone beyond

measuring remembering and understanding skills and very seldom they attempted to

measure and assess application, analysis and synthesis, and evaluation skills. Hence,

development of culture of proper assessment even at the classroom level in HEIs is

imperative for all professional development programs of HEIs. The focus will not only be

limited to correct use but also on proper construction of assessment tools.

The role of assessment specialists is increasing widely due to the demand for quality

assurance in schools especially in teaching and implementation of programs. Previously, the

practice of assessment and testing in college and universities are integrated in the tasks of

guidance counselors. Guidance centers or offices served as the testing centers in most HEIs,

where guidance counselors also served as psychometricians at the same time. With the

professionalization of guidance counselors and psychometricians, this practice needs to be

16
revisited. The important role of testing or assessment specialists in schools and industrial

setting is becoming increasingly significant and vital to academic programs and

organizational development. For this reason, there is a need develop strong academic

programs to prepare these specialists for them to be able to perform their roles aptly.

The institutionalization of testing, evaluation and assessment centers or units is also

increasingly embarked by most HEIs because of the shift from national testing to

institutional testing, not only to provide admission testing but also to support instruction,

research and organizational performance. The number of HEIs adhering to selective

admission using valid tests and examinations is rising as well as the number of institutions

seeking for program accreditation. Again, these organizational initiatives demand for more

professionals who are equipped with skills in measurement, assessment, evaluation and

research as HEIs are also progressively becoming more aware about assessment of

accountability. Major universities are conscious of their standing and the need to improve

based on international benchmarks. For example, in 2009 the Times Higher Education

released it metrics on the top world university rankings. For example in terms of faculty

citations, the University of the Philippines Diliman is top 167 in Asia followed by the De La

Salle University, Manila as top 302, and the Ateneo de Manila University in top 314 (Times

Higher Education, 2009).

The strong need to develop more professionals and scholars engaged in educational

measurement and evaluation is obvious. However, the presence of few but strong

institutions, centers, and organizations supporting and promoting the advancement of the

discipline and the growing number of scholars and researchers in the country getting

interested in it promise that the future of the field is not bleak after all. Given various

17
recognition and importance of measurement and evaluation in higher education, it is likely

to sustain and advance scientific frontiers in the future.

References

By-laws and Constitution (2009). Philippine Educational Measurement and Evaluation

Association. [online] Available at http://pemea.club.officelive.com/ Retrieved

September 24, 2010

CEM (2010). Tests for Entrance to High School, Colleges, and Professional Schools. [online]

Available at http://www.cem-inc.org.ph/tests-entrance-high-school-colleges-and-

professional-schools. Retrieved September 21, 2010.

Department of Education (2005). Student Assessment at the National and Division Levels of

Basic Education, DepEd Order No. 5, s. 2005. Available at

http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DM%20150_05-06-

05_00001.pdf. Retried on September 30, 2010.

Department of Education (2006). Amendments to DepEd Order No. 5, s. 2005.

http://www.deped.gov.ph/cpanel/uploads/issuanceImg/DM%20No.%20368,%20s.%

202006.pdf. Retrieved on September 30, 2010.

Department of Education (2010). National Educational Testing and Research Center.

Available at http://www.deped.gov.ph/about_deped/organizationalinks.asp?id=16.

Retrieved on September 30, 2010.

Fitzpatrick, J. D., Worthen, B. R., & Sanders, J. R. (2003). Program evaluation: Alternative

approaches and practical guidelines. Boston: Allyn and Bacon.

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Gonzales, R. DLC (1991). Putting meaning into tests. In E. Gruenberg (Ed). Readings in

effective college teaching. Manila: Inter-institutional Consortium.

Gonzales, R. DLC (1999). Assessing thinking skills in the classroom: Types, techniques and

taxonomy of measures of thinking skills in higher education. Philippine Journal of

Educational Measurement, 9(1), 17-26.

Magno, C. (2009). Taxonomy of aptitude test items: A guide for item writers. The

International Journal of Educational and Psychological Assessment, 2, 39-53.

Magno, C. (2010). A brief history of educational assessment in the Philippines. Educational

Measurement and Evaluation Review, 1, 140-149.

Magno, C., & Ouano, J. (2010). Designing written assessment for student learning. Manila,

QC: Phoenix Pub.

Salazar-Clemea, R. (2002). Family ties and Peso signs: Challenges for career counseling in

the Philippines. The Career Development Quarterly, 50(3), 246-256.

SEMEO Secretariat (1998). Examination Systems at the Secondary Level of Countries in the

SEAMEO Region. [online] Available at http://www.seameo.org/vl/. Retrieved

September 20, 2010.

Stigler, S. M. (1993). Competition and the research universities. Daedalus, 122(4), 157-177.

Valisno, N. (1980). Evaluation and accreditation of non-formal education in the Philippines.

Paris : UNESCO, International Institute for Educational Planning.

World Rankings in Asia (2009). Times Higher Education. [online] Available at

http://www.the.com Retrieved February 8, 2010

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Bioprofile

Dr. Carlo Magno is the first graduate in the PhD program in educational

measurement and evaluation in De La Salle University, Manila which he is also presently

doing full-time teaching and research. He handles courses in measurement and evaluation,

psychometric theory, and advance statistics. He is also a board member of PEMEA and a

division chair of the educational statistics and psychometrics. He published in several

international refereed and abstracted articles in line with measurement and evaluation.

He was a recipient of the Most Outstanding Scientific Paper Award by the National

Academy of Science and Technology in 2008.

Dr. Richard DLC Gonzales is presently serving as Team Leader and Assessment and

Examination Policy Framework Specialist for the Education Sector Project II in Samoa. He

also served as Assessment/Examination Reform, Educational Evaluation and Monitoring,

and Teaching-Learning Methodologies Specialist in Kyrgyz Republic, Lao PDR, Nepal, Sri

Lanka, Mongolia and Viet Nam. Concurrently, he is a Professorial Lecturer at the University

of Santo Tomas Graduate School and President and CEO of the Development Strategists

International Consulting, Inc. He is also the founding and present President and Chairman

of PEMEA.

He holds a PhD in Research and Evaluation and cognates in Psychology from

University of the Philippines. His publications and research interests include assessment of

motivation in foreign language learning, assessment of thinking skills and teachers beliefs

and practices in classroom assessment.

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