Crossley, J. (2016) Assessing the non-cognitive domains: measuring what matters well. In: Cano, E. and Ion, G., (eds.) Innovative Practices for Higher Education Assessment and Measurement. IGI Global , Hershey, Pennsylvania (USA) , pp. 348-372. ISBN 9781522505310
Abstract
Good assessment assures attainment and drives learning. In vocational and practical programmes, the important learning outcomes are non-cognitive skills and attitudes - for example, dexterity, situational awareness, professionalism, compassion, or resilience. Unfortunately, these domains are much more difficult to assess. There are three main reasons. First, the constructs themselves are tacit - making them difficult to define. Second, performance is highly variable and situation-specific. Third, significant assessor judgement is required to differentiate between good and poor performance, and this brings subjectivity. The chapter reviews seven existing strategies for addressing these problems: delineating the constructs, using cognitive assessments as a proxy, making the subjective objective, sampling across performances and opinions, using outcome measures as a proxy, using meta-cognition as a proxy, and abandoning the existing measurement paradigm. Given the limitations of these strategies, the author finishes by offering three promising ways forward.
Metadata
Item Type: | Book Section |
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Authors/Creators: |
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Editors: |
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Copyright, Publisher and Additional Information: | © 2017 IGI |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > The Medical School (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 26 Sep 2016 11:39 |
Last Modified: | 03 Nov 2016 01:04 |
Published Version: | http://www.igi-global.com/book/innovative-practice... |
Status: | Published |
Publisher: | IGI Global |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:103283 |