Potential uses of noncognitive measurement in education

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Abstract

Examined the potential educational import of noncognitive personal characteristics, with particular reference to problems in their measurement. Several noncognitive variables are discussed in terms of their distinctive features and educational relevance, including experiential background factors, affects, attitudes, interests, motives, curiosity, temperament, social sensitivity, coping strategies, cognitive styles, creativity, and values. Their different roles in various educational functions are briefly examined, especially in improving access and educational opportunity, setting objectives and standards, guidance, selection, placement, instruction and learning, and evaluation. Attention is drawn to some dangers and difficulties in using noncognitive measures in educational practice and to the need for safeguards against misuse. (93 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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