Exploration of the Non-Cognitive Ability Assessment: The Scientific Value of the Survey on Social and Emotional Skills
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Published
Sep 30, 2021
Abstract
Compared with cognitive skills, non-cognitive skills cannot be accomplished through simple academic level tests. It is more through self- reported research and observation reports of others. These two methods are relatively easy to be proposed and tested, but they are easily affected by social expectations, response style and familiarity, resulting in deviations from the real results (Braun et al., 2001; He & Van de Vijver, 2015). Therefore, non-cognitive ability assessment is more challenging.
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Keywords
China, Education, Non-Cognitive Ability
References
Braun, H.I., Jackson, D.N., & Wiley, D.E. (2001). Socially desirable responding: The evolution of a construct. In The role of constructs in psychological and educa-tional measurement (pp.67-88). Routledge.
Forestier, K., & Adamson, B. (2017). A critique of PISA and what Jullien’s plan might offer. Compare: A Journal of Comparative and International Educa-tion, 47(3):359-373. DOI: https://doi.org/10.1080/03057925.2016.1273095
He, J., & Van de Vijver, F.J. (2015). The value of keeping an open eye for methodo-logical issues in research on resilience and culture. In Youth resilience and culture (pp.189-201). Springer, Dordrecht.
Huang, Z. (2019). The limits of the PISA test: Criticism of international scholars. Educational Measurement and Evaluation, 12(1):11-17+44. [Chinese] DOI: https://doi.org/10.16518/j.cnki.emae.2019.01.002
Kankaras, M., Feron, E., & Renbarger, R. (2019). Assessing students’ social and emo-tional skills through triangulation of assessment methods. OECD Education Working Papers, No. 208, Paris: OECD Publishing. DOI: https://doi.org/10.1787/19939019
OECD. (2021). Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, Paris, https://doi.org/10.1787/92a11084-en
OECD. (2021, September 7) OECD Survey on Social and Emotional Skills Technical Report. Retrieved September 10, 2021, from http://www.oecd.org/education/ceri/thestudyonsocialandemotionalskills.htm
Zhang, J., & Liu, D. (2021). Three questions about social and emotional ability as-sessment. Journal of the Chinese Society of Education, 42(2):18-24. [Chinese] https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2021&filename=ZJYX202102012&uniplatform=NZKPT&v=gJzpcD%25mmd2FFP31nYs5nyy7yPVRIIGpGq0APwzRB%25mmd2BmFHF9lolxyX%25mmd2B2zwc3RvssG7sU3U
Zhou, L. (2021). When the individual national culture meets a transnational research. Science Insights Education Frontiers, 8(2):1019-1021. DOI: https://doi.org/10.15354/sief.21.ps011
Zu, J. & Kyllonen, P. (2019). The importance of non-cognitive ability and its meas-urement. Journal of China Examinations, 2019(9):22-31. [Chinese] DOI: https://doi.org/10.19360/j.cnki.11-3303/g4.2019.09.003
Forestier, K., & Adamson, B. (2017). A critique of PISA and what Jullien’s plan might offer. Compare: A Journal of Comparative and International Educa-tion, 47(3):359-373. DOI: https://doi.org/10.1080/03057925.2016.1273095
He, J., & Van de Vijver, F.J. (2015). The value of keeping an open eye for methodo-logical issues in research on resilience and culture. In Youth resilience and culture (pp.189-201). Springer, Dordrecht.
Huang, Z. (2019). The limits of the PISA test: Criticism of international scholars. Educational Measurement and Evaluation, 12(1):11-17+44. [Chinese] DOI: https://doi.org/10.16518/j.cnki.emae.2019.01.002
Kankaras, M., Feron, E., & Renbarger, R. (2019). Assessing students’ social and emo-tional skills through triangulation of assessment methods. OECD Education Working Papers, No. 208, Paris: OECD Publishing. DOI: https://doi.org/10.1787/19939019
OECD. (2021). Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills, OECD Publishing, Paris, https://doi.org/10.1787/92a11084-en
OECD. (2021, September 7) OECD Survey on Social and Emotional Skills Technical Report. Retrieved September 10, 2021, from http://www.oecd.org/education/ceri/thestudyonsocialandemotionalskills.htm
Zhang, J., & Liu, D. (2021). Three questions about social and emotional ability as-sessment. Journal of the Chinese Society of Education, 42(2):18-24. [Chinese] https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2021&filename=ZJYX202102012&uniplatform=NZKPT&v=gJzpcD%25mmd2FFP31nYs5nyy7yPVRIIGpGq0APwzRB%25mmd2BmFHF9lolxyX%25mmd2B2zwc3RvssG7sU3U
Zhou, L. (2021). When the individual national culture meets a transnational research. Science Insights Education Frontiers, 8(2):1019-1021. DOI: https://doi.org/10.15354/sief.21.ps011
Zu, J. & Kyllonen, P. (2019). The importance of non-cognitive ability and its meas-urement. Journal of China Examinations, 2019(9):22-31. [Chinese] DOI: https://doi.org/10.19360/j.cnki.11-3303/g4.2019.09.003
How to Cite
Cheng, X. (2021). Exploration of the Non-Cognitive Ability Assessment: The Scientific Value of the Survey on Social and Emotional Skills. Best Evidence in Chinese Education, 9(1), 1163–1167. https://doi.org/10.15354/sief.21.co017
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