Divergences between effects on test scores and effects on non-cognitive skills

DeAngelis, Corey A.

doi:10.1080/00131911.2019.1646707

Cited by 14 publications

(5 citation statements)

References 38 publications

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“…Nekognitivní charakteristiky se mohou podílet také na utváření rozdílů daných socioekonomickým zázemím žáků -až 20 % rozdílů v kognitivních výsledcích mezi žáky primárního vzdělávání s vysokým a nízkým SES je vysvětlitelných jejich nekognitivními dovednostmi (Liu, 2020). Ve světle těchto zjištění se jeví zaměření pouze na kognitivní výsledky vzdělávání jako diskutabilní, zvláště když je podporováno plošným testováním (DeAngelis, 2021).…”

Section: Nekognitivní Výsledky Vzděláváníunclassified

The Effect of Different Secondary School Tracks on Cognitive and Non-cognitive Learning Outcomes - the Application of the Propensity Score Matching Method to Longitudinal Data

Straková,

Simonová,

Soukup

2023

Czech Sociological Review

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Available statistics and research show that there are large differences in the content and conditions of education and the socio-economic composition of students between the tracks offered in the Czech secondary school system (the vocational track, technical track, and academic track). The graduates of these different tracks show large differences in educational outcomes, including noncognitive outcomes such as motivation to study, self-concept, and civic attitudes. There is no consensus on whether differences in outcomes are primarily due to differences in the knowledge and attitudes that young people already have upon entering the different tracks, or whether the school or the school environment is also responsible for these differences. Using the method of propensity score matching, this study seeks to reveal the differences in knowledge and attitudes of eighteenyear-old students in individual secondary school tracks who had the same characteristics when entering high school, i.e. they had similar study prerequisites and family background. Analyses of a sample of 1,231 academic track students and 1,097 vocational track students suggest that differences in cognitive and noncognitive outcomes are amplified by the track students attend, but that in many characteristics there are also strong similarities between students across different tracks.

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Section: Nekognitivní Výsledky Vzděláváníunclassified

The Effect of Different Secondary School Tracks on Cognitive and Non-cognitive Learning Outcomes - the Application of the Propensity Score Matching Method to Longitudinal Data

Straková,

Simonová,

Soukup

2023

Czech Sociological Review

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“…Zhou (2017) defined non-cognitive skills as the patterns of thought, feelings, and behaviors that are socially determined and developed throughout the lifetime to produce value. Non-cognitive skills comprise personal traits/character, attitudes, motivations, and social skills (DeAngelis et al 2019).…”

Section: Poor Basic Knowledge and Skillsmentioning

confidence: 99%

Addressing Maritime Industry Feedback For Continuous Improvement: A Process Model

Estimo¹,

Aguilar²

2021

ped

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Stakeholders’ satisfaction is essential for sustainability. It provides opportunities for learning the strengths and weaknesses of an institution or organization to design and improve the quality of its services to promote goodwill and effective partnerships with the industry and the community. This descriptive study discusses and illustrates how a leading maritime university implements a process model for addressing industry feedback in the Philippines based on a trend of data gathered for nine consecutive years (2011 – 2019). This paper also mentions the actions taken by the University to address the issues and concerns raised by the industry stakeholders represented by shipping company Presidents, Crewing Managers, and Training Officers, particularly on the quality of graduates that it produces vis-à-vis the expectations of the industry. This study used the mixed methods of gathering data. The results revealed a trend in the level of satisfaction of the industry stakeholders, which point to a consistently high level of satisfaction with minimal declines at certain points from the quality of students that the school is producing to the quality of services provided over the years. Certain factors have been discussed as possibly influential in the decline of the stakeholders’ level of satisfaction. After implementing the work processes to address industry feedback, it was found to be working well and is now being considered by the administration as one of its best practices. To date, the University is continuously maximizing all strategies possible to sustain its performance in meeting the industry’s expectations.

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“…More recently, the advent of annual pupil testing in the US has allowed researchers to estimate the contribution of individual teachers to pupil progress. Although we acknowledge that raising test scores is far from the only important role played by teachers (Harris & Sass, 2014; DeAngelis, 2019), using test scores as a measure of performance has the benefit of providing a precise quantification of effectiveness. Moreover, these annual value added measures (VAM) have been shown to correlate well with teacher's lifetime VAM (Staiger & Kane, 2015), measures derived from more complex cognitive tasks (Kraft, 2019), pupils earnings in later life (Chetty et al ., 2014), and VAM measures derived from random assignment of pupils to teachers (Kane et al ., 2013).…”

Section: Evidence From Performance Asymptotesmentioning

confidence: 99%

Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science

Hobbiss¹,

Sims²,

Allen

2020

Review of Education

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Teachers become rapidly more effective during the early years of their career but tend to improve increasingly slowly thereafter. This article reviews and synthesises converging evidence from neuroscience, psychology, economics and education suggesting that teachers’ rate of growth slows because their practice becomes habitual. First, we review evidence suggesting that teaching is highly conducive to habit formation and that teachers display characteristic features of habitual behaviour. Next, we review empirical findings that performance asymptotes, as seen in teachers’ learning curves, coincide with the reallocation of behaviour regulation to neural circuits governing habitual behaviour. Finally, original data is presented showing that teachers’ behaviour becomes automatic around the time that teacher effectiveness begins to level off. Collectively, this evidence implies that professional development should involve repeated practice in realistic settings in order to overwrite and upgrade existing habits.

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Divergences between effects on test scores and effects on non-cognitive skills

Cited by 14 publications

References 38 publications

The Effect of Different Secondary School Tracks on Cognitive and Non-cognitive Learning Outcomes - the Application of the Propensity Score Matching Method to Longitudinal Data

The Effect of Different Secondary School Tracks on Cognitive and Non-cognitive Learning Outcomes - the Application of the Propensity Score Matching Method to Longitudinal Data

Addressing Maritime Industry Feedback For Continuous Improvement: A Process Model

Habit formation limits growth in teacher effectiveness: A review of converging evidence from neuroscience and social science

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