Abstract

An investigation into the assessment of the moral components which were developed by John Wilson, is reported. Tests fox the classroom measurement of two components were developed. The components were; PHIL(CC), the claiming of concern for other persons as an overriding, universal, and prescriptive principle in moral decision making; and; GIG, knowledge of factual information which is relevant in making moral decisions which subjects face. The test development exercise was undertaken at a time when public interest in moral education was growing. The recent demand for moral education in Auckland is reviewed. Over the last fifteen years, since the Currie Commission Report, reports by committees investigating the purposes of schools have increasingly emphasised moral and social education as school objectives. The Department of Education appeared to be sympathetic towards the cause of moral education. The submissions made by the public during the Educational Development Conference suggested that, in general, parents and citizens were prepared to consider innovative programmes in social or moral education, although there was little agreement on what form such training or education should take. A number of teachers were supporters of moral education. The primary purpose in constructing tests for Wilson's components was to provide an instrument which would assist in the evaluation of moral education curriculum projects in Auckland secondary schools. Evidence concerning descriptive, content, domain selection, construct and concurrent validity is presented. Kuder-Richardson, retest and criterion-referenced reliability studies were undertaken. It is claimed that an instrument with sufficient validity and reliability has bean produced for the summative evaluation of curriculum projects, and the diagnostic investigation of class groups using the test as a criterion-referenced measure. Auckland intermediate and secondary school pupils were surveyed, using the tests produced and punch card recording in an attempt to identify significant variables. Over 1,100 children completed the tests under controlled conditions. Significant variables identified using the test for PHIL(CC) were socio-economic level for twelve-year-old children, and intelligence for sixteen-year-old children. The effect of schooling appeared to be significant at all levels. Age does not appear to markedly increase children's concern for others. Age was related to performance in the knowledge test. Older children knew more. Other significant variables for GIG were socio-economic level (middle levels performed better) and the effects of schooling. There was some evidence that females know more than males. In both tests it appears that there is considerable interaction between the variables. Suggestions for the further development of the tests are given