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Assessing Contexts of Learning pp 255–281Cite as

General Noncognitive Outcomes

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Part of the book series: Methodology of Educational Measurement and Assessment ((MEMA))

Abstract

The core goals for education systems in the twenty-first century have shifted from teaching clearly defined knowledge and skills to promoting lifelong learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started broadening their focus to include noncognitive outcomes in addition to achievement results. In this chapter we describe the opportunities and challenges associated with noncognitive outcome assessments, with a special focus on the implementation in the Programme for International Student Assessment (PISA) 2015. We provide research-based rationales why LSAs should focus on noncognitive outcomes, which specific outcomes deserve most attention, and how measurement approaches can be enhanced for more validity and efficiency. Two main categories of noncognitive outcomes are described in more detail: first, constructs that can be tied back to the Big Five model of human personality; second, variables representing well-being or general quality of life indicators, comprising factors such as health, subjective well-being, and psychological functioning. Examining the interplay between cognitive and noncognitive factors is essential to better understand what policies can promote learning and prepare students to face twenty-first century challenges. National and international LSAs can shed light on the factors that are most strongly associated, either positively or negatively, with student development. The success of LSAs as helpful tools and monitoring systems for policy makers and educators will depend to a growing extent on how well they can serve the policy and public demand for enhanced measurement of noncognitive outcomes.

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Notes

  1. 1.

    This chapter expands on a technical paper that was presented to the PISA 2015 Questionnaire Expert Group (QEG) in May 2012 (Doc. QEG 2012 − 05 Doc 10).

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  1. Educational Testing Service, Princeton, USA

    Jonas P. Bertling & Patrick C. Kyllonen

  2. University of Mannheim, Mannheim, Germany

    Tamara Marksteiner

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  2. Department for Educational Quality and Evaluation Schloßstraße 29 60486, German Institute for International Educational Research (DIPF), Schloßstraße 29 60486, Frankfurt, Hessen, Germany

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Bertling, J.P., Marksteiner, T., Kyllonen, P.C. (2016). General Noncognitive Outcomes. In: Kuger, S., Klieme, E., Jude, N., Kaplan, D. (eds) Assessing Contexts of Learning. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-45357-6_10

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