My Publications

(107) Cayado, D. K., & Magno, C. (in press). Differential Item Functioning in the vocabulary test of grade 7 students in the public and private schools. World Academy of Science, Engineering and Technology.

(106) Cayado, D. K., & Magno, C. (2018, September). The effectiveness of online assessment and the possibility of its application to performance-based task. The New School, 1(4), 4-5.

(105) Magno, C., & Ocampo, J. C. (2018). Can students value for formative assessment develop their academic self-regulation and grit? In C. Magno & A. David (Eds.), Philippine and Global Perspectives on Educational Assessment (pp. 129-148). Manila: Philippine Educational Measurement and Evaluation Association.

(105) David, A., & Magno, C. (2018). Perspectives on educational assessment: An introduction. In C. Magno & A. David (Eds.), Philippine and Global Perspectives on Educational Assessment (pp. 129-148). Manila: Philippine Educational Measurement and Evaluation Association.

(104) Magno, C., Alcantara, Q., Domingo, C., & Isidro, M. (2017). Assessing achievement goals as mediator on the effect of perfectionism on procrastination. Educational Measurement and Evaluation Review, 8(1), 11-29.

(103) Magno, C. (2017). Facilitating student learning in schools through a Learning Management System: An action research. The International Journal of Research and Review, 12, 85-110.

(102) Magno, C. (2016). The effect size of self-regulation and prior knowledge of students performance in an open high school program. The International Journal of Research and Review, 11, 39-49.

(101) Magno, C. (2016, Fall). Formative assessment: A good way to enhance self-regulation. American Educational Research Association, International Perspectives on Self-Regulation of Learning, p. 17.

(100) Magno, C., & Piosang, T. (2016). Assessment schemes in the senior high school in the Philippine Basic Education. Educational Measurement and Evaluation Review, 7, 66-87.

(99) Lapinid, M. C., Gustilo, L.E., Magno, C., Barrot, J. S., Gabinete, & Anito, J.(2016). For the Nth time, does educational technology really make a difference?- A large-scale investigation of the effects of educational TV on academic achievement.Advance Science Letters, 23, 759-763.

(98) Gustilo,L. E., Lapinid, M. C., Barrot, J. S., Gabinete, M. L., Magno, C., & Osman,A. (2015). Effects of Knowledge Channel videos on the achievement of students in various learning environments. Advance Science Letters, 21(7), 2276-2280.

(97) Magno, C., & Lizada, G. (2015). Features of classroom formative assessment. Educational Measurement and Evaluation Review, 6, 23-31.

(96) Gustilo, L., & Magno, C. (2015). Explaining L2 writing performance through a chain of predictors: A SEM approach. The Southeast Asian Journal of English Language Studies, 21(2), 115-130.

(95) Magno,C., & Ocampo, J. C. (2015). A metanalysis on the standards-based assessmentof students’ school readiness in an open high school program. Journal of SBA Research, 3, 25-34.

(94) Magno,C. (2015). Editorial Note: On Standards-Based Assessment. Journal of SBA Research, 3, 1.

(93) Magno, C. (2014). The South East Asia primary learning metrics. Bangkok: UNESCO.

(92) Magno, C., Mamauag, M., & Parinas, N. (2014). Assessment of the needs on evaluation of different schools in the Philippines. In C. Magno, & M. J. Gaerlan (Eds.), Essentials on Counseling and Education: A Festschrift for Prof. Rose Marie Salazar-Clemeña (pp. 194-219). Manila: APSA.

(91) Magno, C., & Gaerlan, M. J. (2014). Introduction. In C. Magno, & M. J. Gaerlan (Eds.), Essentials on Counseling and Education:A Festschrift for Prof. Rose Marie Salazar-Clemeña (pp. 1-4). Manila: APSA.

(90) Magno, C., & Lizada, G. (2014). Guide in assessing knowledge, process, understanding, and performance/product. Educational Measurement and Evaluation Review, 5, 118-127.

(89) Magno, C. (2014). A closer look on how to develop assessment questions and activities,K to 12 Pointers, 2(1), 13-16

(88) Orillosa, J., & Magno, C. (2013). Parental involvement in children’s assessment in kindergarten. Educational Measurement and Evaluation Review, 4, 47-65.

(87) Magno, C. (2013). Standards of teacher competence on student assessment in the Philippines. The Assessment Handbook, 10, 42-53.

(86) Magno, C. (2013). Assessing students critical thinking and approaches to learning. The International Journal of Educational and Psychological Assessment, 12(2), 19-32.

(85) Magno, C. (2012). Implicit theories of intelligence, achievement goal orientation, and academic achievement of engineering students. The International Journal of Research and Review, 9, 32-43.

(84) Magno, C. (2012). A needs assessment in the conduct of program evaluation in schools. The Assessment Handbook, 9, 27-48.

(83) Magno, C. (2012). Assessing students' study strategies and achievement goals. The International Journal of Educational and Psychological Assessment, 12(1), 108-131.

(82) Delfino, R. W., & Magno, C. (2012). Filipino college students' conception of assessment. The International Journal of Educational and Psychological Assessment, 12(1), 34-42.

(81) Magno, C (2012). Assessing high school students’ action control, student participation, and school ability. The Assessment Handbook, 8, 63-79.

(80) Magno, C. (2012). Assessing and further exploring the metacognitive skills of pre-service teachers. The Assessment Handbook, 8, 41-50.

(71) Magno, C. (2012). Assessing the item difficulty of a tool for screening teaching demonstrations. The International Journal of Educational and Psychological Assessment, 10(2), 104-117.

(70) Magno, C. (2012). Recalling foreign vocabulary words among ESL learners. TESOL Journal, 6, 181-186.

(69) Gustilo, L., & Magno, C., (2012). Learners’ errors and their evaluation: The case of Filipino ESL writers. Philippine ESL Journal, 8, 96-113.

(68) Magno, C., & Orillosa, J. (2012). Gratitude and achivement emotions. Philippine Journal of Counseling Psychology, 14(1), 29-43.

(67) Magno, C. (2012). Assessing higher education teachers through peer assistance and review. The International Journal of Educational and Psychological Assessment, 9(2), 104-120.

(66) Magno, C. (in press). Do perfectionists worry to arrive at the right solution? The International Journal of Psychology.

(65) Magno, C. (2011). A perspective in educational measurement: An editorial note. Educational Measurement and Evaluation Review, 2, 1-2.

(64) Magno, C. (2011). A closer look at other taxonomies of learning: A guide for assessing student learning. The Assessment Handbook, 5, 50-64.

(63) Aditiya, Y., & Magno, C. (2011). Factors influencing marital satisfaction among Christian couples in Indonesia: A Vulnerability-Stress-Adaptation Model. The International Journal of Research and Review, 7(2), 11-32.

(62) Magno, C., Muthana, J., & Robles, D. (2011). Using space analysis to uncover similarities and differences of counseling orientations. Journal of Counseling, 4(1), 1-16.

(61) Magno, C. (2011). Learning to write. In N. Seel & D. Quinones (Eds.), Encyclopedia of Learning Sciences. NY: Springer.

(60) Magno, C., deCarvalho, M., Lajom, J. (2011). Factors involved in the use of language learning strategies and oral proficiency among Taiwanese students in Taiwan and the Philippines. The Asia- Pacific Education Researcher, 20(3), 489-502.

(59) Magno, C., & Gonzales, R. (2011). Measurement and evaluation in the Philippine higher education: Trends and development. In E. A. Valenzuela (Ed.), UNESCO Policy Series: Trends and development in Philippine Education (pp. 47-58). Philippines: UNESCO National Commissions.

(58) Magno, C. (2011). World Englishes: Implications for learning and teaching English. In S. Dita (Ed.), Issues and trends in applied linguistics in the Philippines: A decade in retrospect. Philippines: Anvil Pub. Inc. for De La Salle University-Manila.

(57) Magno, C. (2011). The predictive validity of the academic self-regulated learning scale. The International Journal of Educational and Psychological Assessment, 9(1), 48-56.

(56) Magno, C. (2011). Assessing higher education accounting students: Development of the Accounting Quality Scale. The International Journal of Educational and Psychological Assessment, 8(1), 45-57.

(55) Galang, M., Magno, C., Paterno, V., & Roldan, A. (2011). Meaning in life, flow, and subjective well-being: A perspective for Filipino high school students. Philippine Journal of Counseling Psychology, 13(1), 29-45.

(54) Magno, C. (2011). Validating the Academic Self-regulated Learning Scale with the Motivated Strategies for Learning Questionnaire (MSLQ) and Learning and Study Strategies Inventory (LASSI). The International Journal of Educational and Psychological Assessment, 7(2), 56-77.

(53) Magno, C. (2011). The use of study strategies on mathematical problem solving. The International Journal of Research and Review, 6(2), 57-79.

(52) Magno, C., & Sison, K. (2011). Reading English words aloud: Will it help or will it not?. TESOL Journal, 4(1), 64-71.

(51) Magno, C. (2011). Assessing the relationship of scientific thinking, self-regulation in research, and creativity in a measurement model. The International Journal of Research and Review, 6(1), 17-47.

(50) Magno, C., & Amarles, C. (2010). Teachers' feedback practices in second language academic writing classrooms. The International Journal of Educational and Psychological Assessment, 6(2), 21-30.

(49) Magno, C. (2010). The effect of scaffolding on children's reading speed, reading anxiety, and reading proficiency. TESOL Journal, 3, 92-98.

(48) Magno, C. (2010). A measure for scientific thinking. The International Journal of Educational and Psychological Assessment, 6(2), 71-86.

(47) Magno, C. (2010). The predisposition to help of Filipino and Chinese-Filipino firefighters. The International Journal of Research and Review, 5(2), 30-55.

(46) Magno, C. (2010). The concentric circles model: Implications for teaching and learning English. In J. Tiangco & J. Tuan (Eds.), Essays on identity and values formation in English studies and literature: Voices from Asia (pp. 36-47). Taipei, Taiwan: Bookman Books Ltd.

(45) Magno, C. (2010). Predicting grades in mathematics and English through study habits. The International Journal of Research and Review, 5, 4-50.

(44) Magno, C. (2010). The role of teacher assessment in a community welfare training service. The International Journal of Research and Review, 5, 91-119.

(43) Magno, C. (2010). The role of metacognition in developing critical thinking. Metacognition and Learning, 5(2), 137-156.

(42) Magno, C., & Sembrano, J. (2010). Integrating learner-centeredness and teaching performance in a theoretical model. International Journal of Teaching and Learning in Higher Education, 21(2), 158-170.

(41) Magno, C. (2010). Assessing academic self-regulated learning among Filipino college students: The factor structure and item fit. The International Journal of Educational and Psychological Assessment, 5(1), 61-78.

(40) Magno, C. (2010). Edition on Assessing learning. The International Journal of Educational and Psychological Assessment, 5(1), 1.

(39) Magno, C. (2010). The functions of grading students. The Assessment Handbook, 3, 41-49.

(38) Magno, C. (2010). Scientific directions in publication: An editorial note. Educational Measurement and Evaluation Review, 1, 4-5.

(37) Magno, C. (2010). A brief history of educational assessment in the Philippines. Educational Measurement and Evaluation Review, 1, 140-149.

(36) Magno, C. (2010). Korean students’ language learning strategies and years of studying English as predictors of proficiency in English. TESOL Journal, 2, 39-61.

(35) Magno, C. (2010). The concentric circles model: Implications for learning and teaching English. In J. Tiangco (Ed.), Values Formation, Narratives on Identity, and Cultural Sensitivity in English Studies and Literature. Taiwan: Shu-Te University Press.

(34) Magno, C. (2010). Functions of activating and inhibiting self-regulated learning. Dudweiler Landstr. 99, 66123 Saarbrücken, Germany: LAP Lambert Academic Publishing AG & Co.

(33) Magno, C. (2010). Integrating negative affect measures in a measurement model: Assessing the function of negative affect as interference to self-regulation. The International Journal of Educational and Psychological Assessment, 4, 48-67.

(32) Magno, C. (2010). Integrating nursing quality with achievement and aptitude: Towards assessing nursing potential. The International Journal of Research and Review, 4, 37-49.

(31) Lajom, J., & Magno, C. (2010). Writing your winning thesis. The International Journal of Research and Review, 4, 28-36.

(30) Magno, C. (2010). Looking at Filipino pre-service teachers' value for education through epistemological beliefs about learning and Asian values. The Asia-Pacific Education Researcher, 19(1), 61-78.

(29) Magno, C. (2009). Assessing grade school students metacognition in solving mathematical problem. The Assessment Handbook, 2, 1-22.

(28) Magno, C. (2009). A metaevaluation study on the assessment of teacher performance in an assessment center in the Philippines. The International Journal of Educational and Psychological Assessment, 3, 75-93.

(27) Magno, C. (2009). Self-regulation and approaches to learning in composition writing in English. TESOL Journal, 1, 1-16.

(26) Magno, C. (2009). Investigating the effect of school ability on self-efficacy, learning approaches, and metacognition. The Asia-Pacific Education Researcher, 18(2), 233-244.

(25) Magno, C. (2009). Explaining the creative mind. The International Journal of research and Review, 3, 10-19.

(24) Magno, C., Profugo, D., & Mendoza, S. (2009). Developing Asian values, self-construal, and resiliency through family efficacy and parental closeness. In J. L. S. B. Jaafar, & S. McCarthy (Eds.). Building Asian families and communities in the 21st century (pp.236-259). UK: Cambridge Scholars Pub.

(23) Magno, C., & Ouano, J. (2009). Designing written assessment of learning. Philippines: Phoenix Pub.

(22) Magno, C. (2009). Taxonomy of aptitude test items: Guide for item writers. The International Journal of Educational and Psychological Assessment, 2, 39-53.

(21) Magno, C. (2009). How I learned to speak English?: Factors involved in ESL acquisition among Filipinos. Philippine ESL Journal, 3, 127-144.

(20) Magno, C., & Mamauag, M. (2009). Justifying the inclusion of nursing quality factors with achievement and aptitude: Towards assessing nursing potential. APSA Journal of SBA Research, 2, 1-12.

(19) Magno, C., Lynn, J. C., Lee, A. K., & Ko, R. M. (2009). School-related parental behavior with children in grade school and college. The Guidance Journal, 37, 42-62.

(18) Magno, C. (2009). Developing contemporary teaching perspectives for EFL teachers. Philippine ESL Journal, 2, 70-77.

(17) Magno, C. (2009). Demonstrating the difference between classical test theory and item response theory using derived test data. The International Journal of Educational and Psychological Assessment, 1, 1-11.

(16) Magno, C., & Mascardo, E. (2009). The effect of rehearsal learning and warm-up on the speed of different swimming strokes. The International Journal of Research and Review, 2, 46-56.

(15) Magno, C. (2009). Developing and assessing self-regulated learning. The Assessment Handbook: Continuing Education Program, 1, 26-42.

(14) Magno, C., Figueroa-Chan, C., & Cuason, S. (2009). Assessing the self-disclosure of clients and length of conversation with a counselor in a gender dyad. Philippine Journal of Counseling Psychology, 11, 25-44.

(13) Magno, C., de Carvalho, M., Lajom, J., Regodon, K., & Bunagan, K. (2009). Assessing the level of English language exposure of Taiwanese college students in Taiwan and the Philippines. Asian EFL Journal, 11, 62-73.

(12) Magno, C. Profugo, D., & Mendoza, S. (2008). Developing Asian values, self-construal, and resiliency through family efficacy and parental closeness. The International Journal of Research and Review, 1, 1-20.

(11) Magno, C., Tangco, N., Cabangon, M., & Crisostomo, F. (2008). Looking at early adolescents' temperament dimensions and metacognition. Philippine Journal of Psychology, 41, 55-75.

(10) Magno, C. (2008). Reading strategy, amount of writing, metacognition, metamemory, and apprehension as predictors of English written proficiency. Asian EFL Journal, 29, 15-48.

(9) Magno, C., Lajom, J., & Regodon, J. (2008). Developing a deep approach and attitude to learning through project-based learning. Learning Edge, 5, 1-29.

(8) Magno, C., Parinas, N., & Mamauag, M. (2008). The influence of self-mastery and communal mastery on building a model of resiliency. Philippine Journal of Counseling Psychology, 10, 1-22.

(7) Magno, C., Lajom, J. (2008). Self-regulation, self-efficacy, metacognition, and achievement goals in high school and college adolescents. Philippine Journal of Psychology, 41, 1-23.

(6) Magno, C. (2008, August). The challenges of teaching. 2401, 40, 5-7

(5) Magno, C. & Sembrano, J. (2007). The Role of teacher efficacy and characteristics on teaching effectiveness, performance, and use of learner-centered practices. The Asia-Pacific Education Researcher, 16, 73-91.

(4) Reyes, M. & Magno, C. (2007). Considerations of power, effect size, and sample size in planning and analyses of studies. Philippine Journal of Psychology, 40, 42-66.

(3) Magno, C. (2007). Exploratory and confirmatory factor analysis of parental closeness and multidimensional scaling with other parenting models. The Guidance Journal, 36, 63-89.

(2) Magno, C. (2003). Modern trends in the psychology of teaching and learning. UPHL Institutional Journal, 1, 12-31.

(1) Magno, C. (2003). The profile of a teacher made test construction of the professors of University of Perpetual Help Laguna. UPHL Institutional Journal, 1, 48-55.