Literaturnachweis - Detailanzeige
Autor/in | DeAngelis, Corey A. |
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Titel | Divergences between Effects on Test Scores and Effects on Non-Cognitive Skills |
Quelle | In: Educational Review, 73 (2021) 4, S.503-514 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (DeAngelis, Corey A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1911 |
DOI | 10.1080/00131911.2019.1646707 |
Schlagwörter | Scores; Standardized Tests; Reading Achievement; Mathematics Achievement; Psychological Patterns; Skill Development; Outcomes of Education; Teacher Role; School Role; Incentives; Private Schools; Public Schools; School Choice; Value Added Models; Educational Policy; Educational Research Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Lehrerrolle; Anreiz; Private school; Privatschule; Public school; Öffentliche Schule; Choice of school; Schulwahl; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung |
Abstract | Students' abilities are multidimensional; teachers and schools shape students' cognitive skills, most often captured by test scores, but they also shape students' non-cognitive skills such as character, tolerance, effort, and conscientiousness. This study reviews the evidence indicating disconnects between test scores and non-cognitive skills from the literature on value-added modelling and private school choice programmes. Because several studies reveal disconnects, designers of public and private school policies should consider the potential unintended consequences of shaping teacher and school incentives based on standardised test scores. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |