ABSTRACT
Prior to the replacement of slates and chalk by the introduction of the pencil in the late 19th century, testing in schools was performed orally, leaving little opportunity to cheat. With the capacity to record questions and answers, written tests became standard fare in classrooms, and cheating was provided both impetus and opportunity. Soon after the turn of the 20th century, Thorndike’s application of the scientific method to the construction of tests measuring academic performance brought the potential for increased objectivity and accuracy to the evaluation of learning. This enabled testing to move beyond a tool to inform teachers and students. Testing became a vehicle for comparing students across different locations, determining readiness for advanced learning, licensing professionals, assessing academic performance at the federal and state levels, and even evaluating the quality of teachers.
