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Social and Behavioral Sciences Commons™
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Articles 1 - 2 of 2
Full-Text Articles in Social and Behavioral Sciences
Further Validation Of Survey Effort Measures Of Relevant Character Skills: Results From A Sample Of High School Students, Gema Zamarro, Malachi Nichols, Angela Duckworth, Sidney D'Mello
Further Validation Of Survey Effort Measures Of Relevant Character Skills: Results From A Sample Of High School Students, Gema Zamarro, Malachi Nichols, Angela Duckworth, Sidney D'Mello
Education Reform Faculty and Graduate Students Publications
Character skills, including conscientiousness, grit or self-control are important determinants of relevant life outcomes. However, researchers struggle to find valid measures of these skills and many existing datasets lack any measures of them at all. This limits research on how these important skills could be better supported and developed. Recent research has shown the potential of parametrizations of survey effort measures as proxy measures of character skills related to conscientiousness, to either complement other collected measures or to add to datasets that lack such measures. This study provides further validation of these survey effort measures in a sample of high …
Identifying Naturally-Occurring Direct Assessments Of Social-Emotional Competencies: The Promise And Limitations Of Survey And Assessment Disengagement Metadata, James Soland, Gema Zamarro, Albert Cheng, Colin Hitt
Identifying Naturally-Occurring Direct Assessments Of Social-Emotional Competencies: The Promise And Limitations Of Survey And Assessment Disengagement Metadata, James Soland, Gema Zamarro, Albert Cheng, Colin Hitt
Education Reform Faculty and Graduate Students Publications
Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to evidence that related constructs are strongly associated with long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this manuscript, we review a recent and growing body of literature suggesting that metadata captured when assessments are administered via computer can provide data on not only test engagement, but also SEL constructs. Implications of this new source of data for practice, policy, and research are discussed.