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The report presents a primer on the history of educational assessment in the Philippines. The history of educational assessment is described by the different pillars that contributed to its development. These factors include timelines of government mandates, studies done in the national level, universities that shape experts in the field, professional association, and pioneered researches. The history of educational assessment is divided by the early years, contemporary period, and future direction. The early years include the Monroe survey, Research, Evaluation and Guidance Division of the Bureau of Public Schools, Economic Survey Committee, Prosser Survey, and UNESCO survey. The contemporary period is marked by the EDCOM report of 1991, Philippine Education Sector Study, the role of the Fund for Assistance to Private Organization (FAPE) and the creation of the Center for Educational Measurement (CEM) and the Asian Psychological Services and Assessment Corporation (APSA). The article described future directions of educational assessment about the expanding role of educational assessment specialists in school and creating niches for future studies. ["Educational Measurement and Evaluation Review" or "EMEReview" is published by the Philippine Educational Measurement and Evaluation Association.]

This study predicted the English proficiency of Korean students using the components of the Strategy Inventory for Language Learning (SILL) and number of months spent in the formal study of English. There were 302 Korean students, ages 14-18, who were requested to answer the Strategy Inventory for Language Learning (SILL) and an English ability test. The SILL includes strategies on memory, cognitive, compensation, metacognitive, affective, and social strategies. An English Ability Test was used to measure skills on using grammar, increasing vocabulary, detecting grammatical errors, and reading comprehension. The multiple regression was used to analyze whether the SILL subscales and months spent in the formal study of English can significantly predict English proficiency. Only the compensation strategy and months spent in the formal study of English significantly predicted English ability. There was an increase in R (0.35) when the months spent in the formal study of English were added with the SILL as predictors of English proficiency. (Contains 4 tables.)

The present study investigated the composition of negative affect and its function as inhibitory to thought processes such as self-regulation. Negative affect in the present study were composed of anxiety, worry, thought suppression, and fear of negative evaluation. These four factors were selected based on the criteria of negative affect by Hopko, Hunt, and Armento (2005) and Smith and Kirby (2001). Four different scales were used to measure these factors. The factor structure of the negative affect was tested using Confirmatory Factor Analysis. Results showed that all items as indicators were significant and all the four factors of negative affect were significantly related. The inhibitory function of the negative affect on self-regulation was further tested using Structural Equations Modeling. The results showed that as negative affects increase, there was a reduction of 4% variance on self-regulation. The model showing the inhibitory function of negative affect also attained an adequate fit. An appendix presents: Parameter Estimates of the Items of Each Negative Affect Factor. (Contains 1 figure and 2 tables.)

The present study investigated the contribution of epistemological beliefs about learning and Asian values on pre-service teachers' value for education. The relationship of epistemological beliefs and valuing education is based on Schwartz and Bilsky's (1987; 1990) theory of human values. The participants were 362 pre-service teachers from different universities in Manila, Philippines. It was found in a standard regression analysis that both complexity and structured belief about learning significantly predicted valuing one's education. Higher expectation for achievement, filial piety, and emotional restraint were also significant. A hierarchical multiple regression was used to test the order of contribution of Asian values (filial piety, hierarchical family structure, collectivism, emotional restraint, perseverance and hard work, higher expectation for achievement, respect for authority, and respect for education) on valuing education. The results showed that the order of Asian values based on the theory of Schwartz and Bardi (2001) significantly explained the variation on valuing education (Adjusted R[superscript 2]=0.35). The contribution of each Asian value increased the variation on valuing education but it remained stable with the inclusion of respect for education and respect for authority. Two appendixes are included: (1) CFA [Confirmatory Factor Analysis] for the Factors of Epistemological Beliefs; and (2) Factor Loadings and Item Fit of the AVS [Asian Values Scale]. (Contains 3 tables.)

It is hypothesized in the present study that when learners are tasked to write a composition in a second language (such as English language for Filipinos), they use specific approaches to learning and eventually undergo self-regulatory processes. The present study tested a model showing the shift from process to outcome in writing (Zimmerman & Kitsantas, 1999) by assessing the path from approaches to learning to self-regulation (using path analysis) as used in composition writing in English. The Academic Self-Regulated Learning Scale (A-SRL-S) and the Revised-Learning Process Questionnaire (R-LPQ-2F) were administered to 294 college students major in English, communication arts, literature, mass communications, and journalism from different universities in Manila, Philippines. The results showed that: (1) Deep approach significantly correlated with the factors of self-regulation except for environmental structuring and seeking assistance while surface approach did not, (2) deep approach and surface approach was also significantly correlated, and (3) deep approach significantly increased the variance in all self-regulation components while surface approach only increased the variance in memory strategy. Further theoretical implications of the path model were explained. Two appendixes are included: (1) Revised Learning Process Questionnaire (Adapted for Writing Task); and (2) Academic Self-regulated Learning Scale (Adapted for Writing Task). (Contains 2 tables and 1 figure.)

The study investigated whether learner-centeredness is reflected in teacher performance assessment as applied in a higher education sample. A measure of teachers' performance anchored on Danielson's Components of Professional Practice was constructed in three parallel forms. A measure of learner-centeredness with four factors (developing positive interpersonal characteristics, encouraging personal challenge, adopting class learning needs, and facilitating the learning process) was also used. These two instruments were administered to 2,032 college students in 85 classes. Different sets of measurement models were constructed where all factors of the teacher assessment and learner-centered scale are intercorrelated in a measurement model. The measurement models were tested using Confirmatory Factor Analysis (CFA). The results showed that learner-centeredness is reflected in the three forms of the teacher assessment as indicated by their significant paths, p less than 0.05. The four-factor model, where learner-centered is related to each form of the teacher assessment had the best fit (GFI=0.94, TLI=0.98, RMSEA=0.06). Adequate fit was also established when learner-centeredness is related to separate domains of teacher assessment (GFI=0.97, TLI=0.99, RMSEA=0.04). Results indicated that high performance in the constructed teacher assessment is indicative of learner-centered practices. Theoretical implications of the measurement models about assessment and the teaching-learning paradigm were also discussed. (Contains 4 figures and 4 tables.)

The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit (Chi [superscript 2]/df=2.77, GFI=0.98, AGFI=0.92, RMSEA=0.05). In previous studies, deep approach but not surface approach to learning facilitates performance as outcome variable. However, a different pattern emerged in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability, and results to awareness of one's learning. Further implications on surface and deep approach to learning are discussed. (Contains 1 figure and 2 tables.)

The study investigated the influence of metacognition on critical thinking skills. It is hypothesized in the study that critical thinking occurs when individuals use their underlying metacognitive skills and strategies that increase the probability of a desirable outcome. The Metacognitive Assessment Inventory (MAI) by Schraw and Dennison (Contemporary Educational Psychology 19:460-475, 1994), which measures regulation of cognition and knowledge of cognition, and the Watson-Glaser Critical Thinking Appraisal (WGCTA) with the factors inference, recognition of assumptions, deduction, interpretations, and evaluation of arguments were administered to 240 college students from different universities in the National Capital Region in the Philippines. The Structural Equations Modeling (SEM) was used to determine the effect of metacognition on critical thinking as latent variables. Two models were tested: (1) In the first model, metacognition is composed of two factors while (2) in the second model, metacognition has eight factors as they affect critical thinking. The results indicated that in both models, metacognition has a significant path to critical thinking, p less than 0.05. The analysis also showed that for both metacognition and critical thinking, all underlying factors are significant. The second model had a better goodness of fit as compared with the first as shown by the RMSEA value and other fit indices.

Xanthogranulomatous pyelonephritis is a rare and peculiar form of chronic pyelonephritis and is generally associated with renal lithiasis. Its incidence is higher in females. The peculiarity of this disease is that it requires a differential diagnosis, because it can often simulate dramatic pathologic conditions. In fact, in the literature are also described cases in association with squamous cell carcinoma of the kidney The radiologic clinical findings simulate renal masses, sometimes in association with caval thrombus. We describe a case of xanthogranulomatous pyelonephritis with radiologic aspects of a complex cyst of Bosniak class III in a man 40-year old.

Byline: Giuseppe. Mucciardi, Alessandro. Gali', Valeria. Barresi, Massimo. Mucciardi, M'Hammemd. Aguennouz, Antonino. Inferrera, Carlo. Magno Introduction: Shortening of telomere is associated with cellular senescence and cancer. This study aims to [...]