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:: Volume 1 - Philippine Journal of Educational Measurement
CONTENTS:
Basilio R. Iledan
Olivia G. Ilagan
Aurora P. Mina
Elizabeth S. Samia
Estelita B. Espiritu
Basilio R. Iledan
Aurora P. Mina
Esperanza C. Buen
Thomas E. Dohm
Thomas E. Dohm
Elizabeth S. Samia
Alexander A. Calata
Maria Cristina Corpus
Research Studies on CEM Tests
Basilio R. Iledan
Olivia G. Ilagan
Aurora P. Mina
Elizabeth S. Samia
Babes Almario Velazco
Estelita B. Espiritu
Four studies done on the validity of CEM tests (CET, CSAT, and Diagnotic Tests) are presented in this article. The first study investigated the validity of the College Entrance Test (CET) over the years. A sample of 129 students who took the CET in 1973 was obtained from the 1976-77 batch of senior students. Results of the study showed that CET is a better predictor of academic performance than high school grades. It was also found that CET was useful in predicting college performance at most during the first two years of college since the content of the first two years in college are related to that of the test. The second study investigates the predictive validity of the College Scholastic Aptitude Test (CSAT) where 174 freshmen students of a university participated in the study. The analysis used CSAT and NCEE scores as predictors while college grades were the criterion variables. Regression analysis and correlation coefficients were obtained from the data. The results of the study showed that (a) both CSAT and NCEE are valid for prediction of first year academic performance, (b) the CSAT component tests are valid predictors of performance in college English, Mathematics, and Science, and (c) the combined use of the CSAT and the NCEE is a more reliable and precise procedure for admissions and placements compared to using only either one. It was observed in the second study that problems arise in multiple regression analysis when all or some of the independent variables or predictors are highly correlated. This was investigated further by the third study using the sample used in the preceding study. The study suggests that the problem can be solved by either combining the highly correlated variables or using only one of them as suggested by Kim and Kohout (1975). Concurrent validities of CEM Diagnostic Tests (DT) were obtained by the fourth study in the article. Seven schools from the Metro Manila area participated in the study. Correlations of DT test results and final grades were computed and the resulting validity coefficients are as follows: English: .57 to .71, Geometry: .10 to .74, Social Studies: .22 to .68, and Chemistry: .22 to .70. The study pointed out that the differences in the validity coefficients can be attributed to differences in curricula, grading systems, and teaching methods used in the sample schools.
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The Factor Structure of the Revised College Scholarship Qualifying Test (CSQT)
Basilio R. Iledan
Aurora P. Mina
Center for Educational Measurement The first factor analytic study of the CSQT indicated a need to improve the test specifically the reduction of its verbal content in order to strengthen the other factorial components such that clear-cut interpretations of the factors are achieved (Iledan, 1976). These results lead to a revision of the test in terms of apportionment of items without altering the basic content specifications of the test. The revised version of the CSQT was administered to 1,751 scholarship applicants in March, 1977. Data from this administration of the test was factor analyzed to determine the factor structure of the test. The factor analysis generated five factors namely: (1) Verbal Reasoning, (2) General Mathematics, (3) Spatial Perception 1 (4) Spatial Perception 2 (5) Science Concepts.
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The Development of Occupational Norms for The Philippines Aptitude Classification Test (PACT)
Esperanza C. Buen
Thomas E. Dohm
The basic rationale behind the PACT Development Project is that aptitudes are required in different combinations and in varying degrees for successful performance in different occupations which can be determined by developing norms for different occupations. This study presents the basic process by which the initial norms for jobs and occupations were developed for PACT. 577 employees coming from two industrial organizations with ages ranging from 20-60 with at least a year of employment and no physical handicap were selected as initial sample for the study through stratified random sampling using occupational group as the stratifying variable. The PACT, Personnel Data Form, and Job Attitude Survey were administered to the participants while the supervisors/heads were asked to rate the participants using the Performance Evaluation Form. Those who are Highly dissatisfied or rated Poor in performance were not included in the study thus coming up with a final sample of 547. Information about each occupational group was studied in relation with PACT aptitude factors in order to come up with judgments on which factors were important to efficient job performance. Means, standard deviations, and correlation analysis were performed on the data. Stepwise regression analysis of PACT factors as the independent variable and performance as the dependent variable was also done. As a result, the analyses came up with relevant PACT factors for the 10 occupational groups tested. The researchers suggest that more occupational norms be developed and validity studies be done on the test.
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Implications of the CEM Testing Program to Mathematics Education
Thomas E. Dohm
Elizabeth S. Samia
Sixty mathematics majors in the final semester of their undergraduate program were given the Philippine Aptitude Classification Test (PACT) and Geometry Diagnostic Test (DT) in order to come up with a profile of graduating mathematics majors. The study also aim to come up with the examinees’ strengths and weaknesses on the Geometry DT and compare their performance on selected items on the two tests with a criterion group of 39 high school teachers. This was done to (1) help secondary instructors and counselors in helping their students plan for a tertiary course in mathematics, and (2) to provide feedback to secondary educators as to the relative strengths and weaknesses of Philippine third year high school students in mathematics. PACT results showed that: (a) mathematics majors in general have higher aptitudes in the seven PACT factors than the average group of college students, (b) perceptual speed, induction, and spatial aptitudes are the best predictors of success in mathematics programs, and (c) surprisingly, a relatively large percentage of mathematics students are not satisfied with their courses. Since the Geometry DT is norm referenced, it was difficult to come up with strengths and weaknesses of examinees in the item level. As an alternative, two indirect methods were used. First the item rejection rates of the subtests were analyzed and its showed that the weakest to strongest content areas of the students are: Measurement, Geometric Phenomena, Formal Proof and Coordinate Geometry. Likewise, the weakest to strongest cognitive skills are Analysis, Computation, Comprehension, Interpretation, and Application. The second indirect method was employing judges to estimate for each item the proportion of students that would answer the item correctly. Using the second method, results showed that in no case were the estimates of the judges lower than the actual performance of students.
Selecting Tests for Schools
Alexander A. Calata
It is observed that schools in the Philippines select and administer tests without a clear idea on what they are for and how the results will be used. As a result, schools claiming to have a testing program actually have tests that they administer with no well-defined purpose. In response to this problem, a step-by-step guide in selecting tests for schools is detailed in this article.
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A Pilot Study on the Implementation of a Model for Evaluating School Guidance Programs
Maria Cristina Corpus
The significant role of guidance programs was underscored when the directive to “develop guidance programs where there are none and strengthen those which are already existing” was given via the revised secondary curriculum in 1973. This necessitated the development of an evaluation program to find out whether guidance programs are helping students attain national education objectives. Stufflebeam (1968) presented the Content Input Process Product (CIPP) model for evaluating programs. A pilot model was developed with the four phases in guidance program development – planning, structuring, implementing, and recycling corresponding to the four kinds of evaluation – context, input, process, and product. The model also prescribes a series of activities for the guidance program. The current study investigated the workability of the locally adapted CIPP model in selected schools on the secondary level. Three secondary schools with counselor-student ratio ranging from 1:400 to 1:1,600 participated in the study. A noted increase in the number of students seeking counselor assistance was observed as a result of the implementation of the model. It was also noted that the model (a) enabled counselors to fit guidance activities into an input-output system, (b) increased the accountability of the guidance counselor through the Guidance program log, (c) provided counselors with a criterion measure for evaluating the effectiveness of their programs through the Student Needs Assessment Survey, (d) assisted counselors in writing the behavioral objectives, and (e) made counselors more aware of the importance of learning about the real-life environment before proceeding with the development of guidance programs.
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