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date: 20 January 2020

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.

Keywords: non-cognitive assessment, self-report, other-reports, situational judgement test, biodata

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