Abstract and Keywords
This chapter provides a broad overview of both conventional and novel approaches for assessing non-cognitive skills, specifically focusing on their application in educational contexts. Conventional approaches include self-assessments, other-ratings, letters of recommendation, biodata, and interviews. We outline the current uses and validity evidence for these methods, and discuss the theory of planned behavior as a useful heuristic for assessment development. Novel approaches to non-cognitive assessment include the situational judgement test, day-reconstruction method, and use of writing samples. After reviewing these new approaches, we discuss the issue of response distortion in non-cognitive assessment, outlining some assessment techniques thought to be less susceptible to faking. Suggested fake-resistant assessments include the implicit association test and conditional reasoning test, as well as forced-choice tests and the Bayesian truth serum. We conclude with a series of summary statements concerning uses of non-cognitive testing in education.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.