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For more than 60 years in the early part of the 20th century, Ralph Tyler was undoubtedly one of the most influential figures, both nationally and internationally, in education and evaluation. Tyler is credited with coining the term educational evaluation (Stufflebeam & Shinkfield, 2007), and his contributions to education, in general, and to testing and evaluation, in particular, have been extensively documented (e.g., Bloom, 1986; Madaus, 2004; Madaus & Stufflebeam, 1989). One of Tyler’s most notable achievements is his role as head of evaluation in the monumental Eight-Year Study of 1932–1940. This research is considered the second major landmark in educational evaluation (after Rice’s spelling performance evaluation in the 1800s), and it introduced educators throughout the United States to a new and broader view of educational evaluation than that which had been prevalent at that time (Madaus & Stufflebeam, 2000). Tyler viewed this comprehensive study as having multiple evaluation-related purposes including grading, grouping, and guiding students; reporting to parents on their children’s attainment; reinforcing teachers; reporting to school boards on the attainment of students, schools, and classrooms; validating the assumptions under which the institution operates; and providing feedback for public relations (Madaus & Stufflebeam, 1989).

In comparison to the work of others of his time, Tyler’s work offered a greater variety in evaluation procedures including the use of examinations, questionnaires, interviews, observational evidence, checklists, rating scales, anecdotal records, pre- and posttests, and various other types of evidence and records (Bloom, 1986). The National Assessment of Educational Progress (NAEP)—still the only assessment that measures what U.S. students know and can do in various subjects across the nation, in the states, and in some urban districts—was first successfully conducted in 1969 under Tyler’s leadership.