Enhancing noncognitive skills to boost academic achievement Educational Testing in America: State Assessments, Achievement Gaps, National Policy and Innovations Session III: Innovations in Testing Patrick C. Kyllonen Educational Testing Service Princeton, NJ
Kyllonen, P.C. (September, 2008). Enhancing noncognitive skills to boost academic achievement. In Educational Testing in America: State Assessments, Achievement Gaps, National Policy and Innovations (Session III: Innovations in Testing). Willard Hotel, Washington, DC.
Note. PISA didn’t measure income or race/ethnicity (demographics), but it did measure lateness to class (study time), and student aspirations (noncognitive).
Source: Lee, J. (2007). Noncognitive factors in education. Paper presented at the Annual Meeting of the American Psychological Association, San Francisco, CA..
Meta-analyses have shown that noncognitive skills add to cognitive skills in predicting workforce performance
% variance accounted for
Source: Schmidt, F.L., & Hunter, J.E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin. 124(2), 262-274.
The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families, & Society for Human Resources Management (2006). Are they really ready to work? Employers perspectives on the basic knowledge and applied skills of new entrants to the 21st century U.S. workforce. New York: The Conference Board.
You have recently formed a study group with several of your classmates in order to prepare for a difficult final exam. Unfortunately, the various members of the group have very different schedules, so you all meet after class one day to try to work out a final schedule for your group review sessions.
Which of the following is the most important factor to consider in weighing any proposed suggestions?
(A) Making sure that the schedule will allow the smartest students to attend, so that the study group will cover more material.
(B) Making sure the proposed meeting times do not conflict with your own course schedule.
(C) Yielding to the majority of the group even if it means some members will not be able to participate.
(D) Breaking the group down into sub-groups based on compatible schedules. *