Beyond the Big Test: Noncognitive Assessment in Higher Education

By T. Cockburn. Teachers College Record, 2004

311 citations recorded by the source corpus.

Preface. The Author. 1. The Big Test ... and an Alternative Approach. 2. Going Beyond the Big Test. 3. Reliability, Validity, and Diversity. 4. Noncognitive Assessment Model. 5. Admissions and Financial Aid: Traditional and Nontraditional Measures. 6. Teaching a Diverse Student Body Successfully. 7. Advising and Counseling with Noncognitive Variables. 8. Evaluating and Designing Campus Programs with Noncognitive Variables. 9. Conclusions and Recommendations. Appendices. 1. Examples of the Situational Attitude Scale. 2. Basic Noncognitive Questionnaire with Scoring and Administration Information. 3. Norms Using Noncognitive Questionnaire Scoring Key. 4. Two Alternate Forms of the Noncognitive Questionnaire and Scoring Instructions. 5. Short Answer Noncognitive Assessment Form. 6. Principles of Interviewing for Noncognitive Variable Diagnosis. 7. Interview Questions Employed in Campus Site Visits (Lilly Endowment Evaluation). 8. Example Cases for Training Raters in Evaluating Admissions or Financial Aid Applications. 9. Online References for Racism Class. 10. Racism Course Rating Form. 11. Protocol for Interracial Interaction Study. 12. Campus Climate Survey (University of Maryland Diversity Survey). References. Name Index. Subject Index.

Subfields: Education

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Citations in the corpus

A Review of the Theories Developed to Describe the Process of College Persistence and Attainment (2011, background): “explored the association between non-cognitive factors and different measures of college success (Sedlacek, 2004; Stage, 1989) as well as labor outcomes (Heckman, Stixrud, & Urzua, 2006).”
Refinement of a Chemistry Attitude Measure for College Students. (2011, background): “9 Attitude Concept in Science Education Historically, learning outcomes are predominantly measured in terms of cognitive factors by standard aptitude test, grade point average (GPA), logical thinking ability and spatial ability (Sedlacek, 2004).”
Using Multiple Measures to Make Math Placement Decisions: Implications for Access and Success in Community Colleges (2015, background): “Research in educational psychology further suggests that an array of factors beyond cognitive intelligence and skills are predictive of college success and future outcomes (Duckworth, Peterson, Matthews, & Kelly, 2007; Heckman, Stixrud, & Urzua, 2006; Sedlacek, 2004).”
Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification (2011, background): “psychometric efforts to develop noncognitive measures that better predict future student achievement (Sedlacek, 2004; Sternberg, 2006).”
Sense of Identity and Collegiate Academic Achievement (2005, result): “This finding that identity is a more salient variable in relation to academic performance for African American college students is quite consistent with the program of research by Sedlacek (2004).”
Targeted Intervention for Developmental Education Students (T.I.D.E.S.). (2009, unknown): “These factors include such things as attitude toward learning, motivation, autonomy, willingness to seek and accept help, desire to affiliate with peers or instructors, or willingness to expend effort on academic tasks (Sedlacek, 2004).”
The Role of Supportive Relationships in Facilitating African American Males' Success in College (2008, background): “Items measured the availability of a strong support person in various situations and circumstances (Sedlacek, 2004).”
Reconsidering the Relationship Between Student Engagement and Persistence in College (2011, background): “cognitive score as a continuous variable that measures student self-concept, leadership potential, rigor of course work in high school; and a range of other items (Sedlacek 2004).”
Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students (2014, unknown): “Noncognitive variables, including the capacity to identify and respond to racism, have demonstrated validity in predicting the grades and retention of minority students, and the retention of non-minority students in higher education (Sedlacek, 2004).”