For his important research works on metacognition, self-regulation, and student achievement which explain ways how individuals find solutions to problems, control negative emotions, achieve critical and scientific thinking, speak and write in a second language, develop beliefs about learning, and value learning; for introducing modern test theory as an alternative to the use of classical test theory among educators, Dr. Carlo P. Magno was named as one of the grantees for the 2011 Outstanding Young Scientist (OYS) award, conferred by the National Academy of Science and Technology Philippines (NAST Phl). This award is given to outstanding young individuals not more than 40 years old (in the year of the award) who has made important contributions to science and technology. He has showed professional association in developing educational and psychological assessment in the country wherein he was able to advocate improvement on the practice of assessment among educators and the value of assessment in teaching and learning and demonstrated how sound scientific psychology, dedicated professional work, and passion for the Filipino learners can create ways to improve our educational system that are responsive to the Filipino learner’s needs and aspirations.
Dr. Magno has developed different measures in line with the construction of tools for learning and performance. He developed the scales, such as Academic Self-Regulation Scale (A-SRL-S), Responsibility for Learning Scale (RLS), Scientific Thinking Scale, and Volunteerism scale, among others. He has also developed standardized tests such as the Assessment of Engineering Potential (AEP) with components of achievement, aptitude, and attitude. He pioneered the work on developing taxonomy of different aptitude test items classified according to utility and skills measured. He also developed a line of instruments and systems for assessing teacher performance. These measures include the Learner-Centered Practices (LCP), Student Instructional Report for NSTP, a series of Students’ Teacher Assessment Report (STAR), and the Peer Assistance and Review Form (PARF).
He also used the modern test theory approach such as the Item Response Theory (IRT) in the analysis of test data. Most of his published scales and tests were analyzed using different IRT mathematical models. He trains teachers and higher education students across the country on the construction of assessment tools, assessment process, and alternative forms of assessment. He initiated a movement to develop a set of assessment competencies for teachers to improve teacher skills and instruction.
The theoretical models tested by Dr. Magno further extended learning theories involving the constructs on self-regulation, metacognition, language learning, responsibility for learning, learner-centeredness, and teacher performance. The results of the models tested provide a change in the perspective on how Asian learners are viewed. The models provided new perspectives that infer ways how to approach the Filipino learners in particular. These results can be used to inform educational policies to improve better the teaching practice and how earning is facilitated.
Dr. Magno is active member to many professional organizations, like the Philippine Educational Measurement and Evaluation Association (PEMEA) where he sits as Board Member, the International Association for Educational Assessment (IAEA), and the Psychological Association of the Philippines (PAP) to name a few. He received many distinguished awards, including Most Outstanding Teacher from De La Salle University (2007), Honorary Award, St. Peter School (2009), and the Natividad G. Fajardo Distinguished Chair in Research Methods (2010).
He obtained his Bachelor of Arts in Psychology at the De La Salle University (1998). He holds his M.A. in Basic Education Training at the Ateneo de Manila University (2003) and his Ph.D. in Educational Psychology, also at De La Salle (2008).
At present, Dr. Magno teaches at the De La Salle University. Luningning Samarita, Executive Director, NAST