| Popis: |
In this chapter, we discuss the changing role of large-scale educational assessments, specifically their increased focus on measuring psychosocial skills in addition to student achievement. We present a schema that can serve as a helpful guide for distinguishing the different kinds of variables measured in large-scale assessments. In addition, historic and current trends on the shifting role of psychosocial skills in large-scale assessments are discussed, such as the increased focus on noncognitive student factors as additional outcomes and measures of constructs of their own interest. We also present examples of policies aimed at promoting psychosocial skills that have been or are currently being implemented in several countries around the globe. Finally, we review key challenges in measuring psychosocial skills in large-scale assessments and present three promising directions in improved measurement, namely, the introduction of new item formats, improved questionnaire pretesting processes, and new questionnaire designs for digital environments. A shared goal of these innovations is increasing validity and subgroup comparability under the constraint of keeping student burden low. Policy interest is shifting from monitoring student literacy in core subjects to promoting lifelong learners who are able as well as eager to face the demands and challenges of a truly global society. We illustrate the important role that the outlined new directions in noncognitive measurement will play to help ensure that large-scale assessments continue to play a vital role in global education. |
