Abstract
In this chapter, we conceptualize and examine how these factors are measured and considered in the context of large-scale educational assessments of school-aged children. We highlight main trends in the changing role of non-cognitive factors in this context and describe key challenges and policy implications, drawing on examples from Program for International Student Assessment (PISA) and National Assessment of Educational Progress (NAEP). (PsycINFO Database Record (c) 2019 APA, all rights reserved)
Cite
CITATION STYLE
Bertling, J. P., Borgonovi, F., & Almonte, D. E. (2016). Psychosocial Skills in Large-Scale Assessments: Trends, Challenges, and Policy Implications (pp. 347–372). https://doi.org/10.1007/978-3-319-28606-8_14
Register to see more suggestions
Mendeley helps you to discover research relevant for your work.
