Divergences between Effects on Test Scores and Effects on Non-Cognitive Skills

Autor/in	DeAngelis, Corey A.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01