Interpersonal and intrapersonal skill assessment alternatives: Self-reports, situational-judgment tests, and discrete-choice experiments

Anderson, Ross; Thier, Michael; Pitts, Christine

doi:10.1016/j.lindif.2016.10.017

Cited by 29 publications

(26 citation statements)

References 56 publications

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“…Despite the newfound emphasis on SEL, there are often insufficient measures to assess student progress and evaluate program impacts on SEL-related constructs. The biggest reason for the shortage is that most measures take the form of surveys, which can suffer from self-report bias, contextual variability, respondent disengagement, and other factors that undermine inferences educators wish to make based on them (Anderson, Their, & Pitts, 2017; Duckworth & Yeager, 2015; Piedmont, McCrae, Riemann, & Angleitner, 2000). Self-report bias is especially problematic and results when students are unwilling to report negative behaviors or attitudes, or have trouble accurately appraising themselves on the construct (Duckworth & Yeager, 2015).…”

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confidence: 99%

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Soland

Zamarro

Cheng

et al. 2019

Educational Researcher

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Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs. Implications of this new source of SEL data for practice, policy, and research are discussed.

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mentioning

confidence: 99%

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Soland

Zamarro

Cheng

et al. 2019

Educational Researcher

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“…In a recent article on the future of PISA, one GCIW author explains the power of PISA: showing policymakers and practitioners the uppermost possibilities of education, especially for those who are willing to measure and "embrace a wider range of competencies that respond to the changing skill needs" of a modern economy (Schelicher, 2017, p. 117). However, the PISA global competency assessment is the first large-scale foray into measurement of a domain that is highly polemic, especially in countries where nationalism has been or recently became politically salient (Anderson, Thier, & Pitts, 2017). Amid uncertainty and controversy surrounding global competency, the OECD cannot afford to get this wrong.…”

Section: Discussionmentioning

confidence: 99%

OECD's Approach to Measuring Global Competency: Powerful Voices Shaping Education

Ledger

Thier²,

Bailey

et al. 2019

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Adding global competency to the Organisation of Economic Cooperation and Development (OECD) Program of International Student Assessment (PISA) suite heralds the world's first large-scale attempt at gauging education systems’ development of students’ global competency. Given the contested definitions and more than 150 extant instruments whose creators purport to measure global competency or related constructs, it is important to interrogate how influential and privileged global voices such as OECD portray and promote the construct. This new aspect of the PISA battery has the potential to reach 15 year olds in 80 countries that account for more than 80% of the world economy. Purpose/Focus of Study This paper is the first of a series of policy studies aimed at mapping OECD's global competency measure that will occur at significant periods of time within the implementation process. This initial study examines OECD's Global Competency for an Inclusive World (GCIW) promotional document to reveal its construction of global competency within discourse and assessment design. Research Design The study employs an uncommon mix of interpretive and relational methods. Critical discourse analysis (CDA) captures “how” global competency is portrayed and interrogates implications of OECD's language use and power differentials. Social network analysis (SNA) captures “who” is influencing the policy text and examines the connectivity among the authors cited as authorities on the subject of global competency. Greene, Caracelli, and Graham's (1989) convergence, complementarity, and contradiction framework is used to triangulate qualitative and quantitative datasets. Discussion and recommendations are framed and filtered through a policy implementation lens with five core policy threads: (a) people, (b) place, (c) philosophies, (d) processes, and (e) power, which authors refer to as the 5Ps. Findings CDA and SNA findings converge around the people, power, and places most central to OECD's approach to measuring global competency. The CDA shows that OECD's construction of the globally competent student reflects a rather narrow philosophical view of the term. The SNA demonstrates the power of particular academic networks and people that have informed this particular construction of global competency. CDA and SNA tell complementary stories about OECD's philosophies and processes. There were minimal contradictions between analytical methods, but the document under review seemed at odds with its own claims at times. For example, the PISA global competency measure seems to privilege particular social and economic ideologies, exercising power through its language in ways that oppose the very global competency definition that OECD seems to espouse. Conclusions By investigating the policy threads (5Ps) embedded in GCIW's production, the authors of the current study find OECD to have entertained a somewhat limited conversation in developing its definitional and measurement frameworks for assessing global competency. The ensuing critique highlights power differentials and inequalities within the GCIW document, revealing political, social, and technical issues. The current study concludes by challenging policymakers to seek a wider range of voices to inform policy directions as OECD and other influential organizations continue to refine their understanding of global competency, a 21st century imperative that is yet-to-be fully understood. The current study also offers recommendations such as continuing critiques of global policy texts and measures from inception through implementation, ensuring to capture both implications and impacts.

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“…The relationship similarity assessment (relSim) is shown in Eq. (5). Relationship assessment is divided into three types of relationships, as previously explained.…”

Section: ρSemmentioning

confidence: 99%

“…The teacher's difficulty in assessing can be caused by two things, namely, interpersonal and intrapersonal problems [5]. Interpersonal problems arise when different students are assessed by different teachers, who apply different standards in assessing.…”

Section: Introductionmentioning

confidence: 99%

A Different Approach on Automated Use Case Diagram Semantic Assessment

Fauzan¹,

Siahaan²,

Rochimah³

et al. 2021

IJIES

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The use case diagram is one of the diagrams commonly taught in colleges of computer science. Assessment of use case diagrams is often an obstacle for a teacher in the learning process. It is due to the interpersonal and intrapersonal problems of the teacher in assessing. Interpersonal problems are caused by the absence of an assessment standard among teachers. Intrapersonal problems are caused by the inconsistency of a teacher in assessing many diagrams of student answers. This research aims to create a semantic use case diagram automatic assessment method. Semantic assessment is divided into two kinds, namely property and relationship. All information used is a label translated from the XMI document. Similarity assessment between labels used cosine similarity, employing WuPalmer to perform WordNet searches. The results showed that the proposed method had a substantial agreement with the teacher as an expert; however, a teacher tends to look at property information rather than relationship information to assess use case diagrams.

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Interpersonal and intrapersonal skill assessment alternatives: Self-reports, situational-judgment tests, and discrete-choice experiments

Cited by 29 publications

References 56 publications

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

OECD's Approach to Measuring Global Competency: Powerful Voices Shaping Education

A Different Approach on Automated Use Case Diagram Semantic Assessment

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