Inventory of available instruments for assessing postsecondary students' noncognitive attributes¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review identifies that many instruments are available to postsecondary institutions for measuring students' noncognitive attributes, and reports convergence on a limited number of key attributes with "multiple instruments are available to measure these attributes." The supplied text does not name the individual instruments or their psychometric properties; it establishes their availability and the theoretical (rather than applied) character of most research reporting findings from them.

Design Implications¶

Context¶

Requirements¶

• Instruments must be available to postsecondary institutions for assessing noncognitive attributes

Constraints¶

• Most research reporting findings from these instruments is theoretical in nature, not applied to college practice

Target Learners¶

• college students

Target Learning Goals¶

• measuring noncognitive attributes relevant to student success

Claims¶

• Literature and expert opinion converge on a limited number of key noncognitive attributes that matter for student success, with multiple available instruments [+W]

Related Elements¶

Examples¶

• Segmenting students by noncognitive attributes as a promising but unproven approach to improving postsecondary success

Key Sources¶

• Ann E. Person, Scott E. Baumgartner, Kristin Hallgren, Betsy Santos. (2014). Measurement and Segmentation of College Students' Noncognitive Attributes: A Targeted Review. Oakland, CA: Mathematica Policy Research. https://www.mathematica.org/publications/measurement-and-segmentation-of-college-students-noncognitive-attributes-a-targeted-review