Assessing Non-Cognitive Constructs in Education: A Review of Traditional and Innovative Approaches

Anastasiya A. Lipnevich, Carolyn MacCann and Richard D. Roberts

in The Oxford Handbook of Child Psychological Assessment

Published in print April 2013 | ISBN: 9780199796304
Published online May 2013 | | DOI:

Series: Oxford Library of Psychology

Assessing Non-Cognitive Constructs in Education: A Review of Traditional and Innovative Approaches

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This chapter provides a broad overview of both conventional and novel approaches for assessing non-cognitive skills, specifically focusing on their application in educational contexts. Conventional approaches include self-assessments, other-ratings, letters of recommendation, biodata, and interviews. We outline the current uses and validity evidence for these methods, and discuss the theory of planned behavior as a useful heuristic for assessment development. Novel approaches to non-cognitive assessment include the situational judgement test, day-reconstruction method, and use of writing samples. After reviewing these new approaches, we discuss the issue of response distortion in non-cognitive assessment, outlining some assessment techniques thought to be less susceptible to faking. Suggested fake-resistant assessments include the implicit association test and conditional reasoning test, as well as forced-choice tests and the Bayesian truth serum. We conclude with a series of summary statements concerning uses of non-cognitive testing in education.

Keywords: non-cognitive assessment; self-report; other-reports; situational judgement test; biodata

Article.  16267 words. 

Subjects: Psychology ; Clinical Psychology

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