Logo Deutsches Institut für Internationale Pädagogische Forschung
Als registrierter Nutzer anmelden
english  |   deutsch

Übersicht zur Erhebung: Chapter 10 - General Noncognitive Outcomes

Erhebung: Chapter 10 - General Noncognitive Outcomes
Übergeordnete Studie: PISA 2015 - Programme for International Student Assessment
Abstract: This study includes a fraction of the context assessment in the PISA 2015 field trial that covers topics of "General Noncognitive Outcomes": The core goals for education systems in the twenty-first century have shifted from teaching clearly defined knowledge and skills to promoting lifelong learners who are eager, as well as able, to face the demands and challenges of a truly global society. As a reflection of the emerging policy interest in a more comprehensive definition of adolescent and young adult success, national and international large-scale assessments (LSAs) have started broadening their focus to include noncognitive outcomes in addition to achievement results. In this chapter we describe the opportunities and challenges associated with noncognitive outcome assessments, with a special focus on the implementation in the Programme for International Student Assessment (PISA) 2015. We provide research-based rationales why LSAs should focus on noncognitive outcomes, which specific outcomes deserve most attention, and how measurement approaches can be enhanced for more validity and efficiency. Two main categories of noncognitive outcomes are described in more detail: first, constructs that can be tied back to the Big Five model of human personality; second, variables representing well-being or general quality of life indicators, comprising factors such as health, subjective well-being, and psychological functioning. Examining the interplay between cognitive and noncognitive factors is essential to better understand what policies can promote learning and prepare students to face twenty-first century challenges. National and international LSAs can shed light on the factors that are most strongly associated, either positively or negatively, with student development. The success of LSAs as helpful tools and monitoring systems for policy makers and educators will depend to a growing extent on how well they can serve the policy and public demand for enhanced measurement of noncognitive outcomes.
Studienleitung: Klieme, Eckhard / Kuger, Susanne / Jude, Nina
Koordination: German Institute for International Educational Research
Persistent identifier:
Website: http://www.oecd.org/pisa/
Beteiligte Institutionen:
Förderung: OECD
Erhebungsmethode: Fragebogen - papierbasiert
Erhebungszeitraum: 2014
Stichprobe: Student
Erhebungsraum: Albania, Algeria, Argentina, Australia, Austria, Belgium, Brazil, Bulgaria, Canada, Chile, People's Republic of China, Chinese Taipei, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Dominican Republic, Estonia, Finland, Former Yugoslav Republic of Macedonia, France, Georgia, Germany, Greece, Hong Kong- China, Hungary, Iceland, Indonesia, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Korea, Kosovo, Latvia, Lebanon, Lithuania, Luxembourg, Macao-China, Malaysia, Malta, Mexico, Moldova, Montenegro, Netherlands, New Zealand, Norway, Peru, Poland, Portugal, Qatar, Romania, Russian Federation, Singapore, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Thailand, Trinidad and Tobago, Tunisia, Turkey, United Arab Emirates, United Kingdom, United States of America, Uruguay, Vietnam
Erhebungsschwerpunkte der Studie auf einen Blick: tagcloud
Skalen nach Konstrukt: Individual and institutional background Processes of teaching and learning Learning outcomes
Skalenhandbuch:
  • Kuger, Susanne / Jude, Nina / Klieme, Eckhard: Documentation of Scales (online): PISA 2015 Field Trial – Core 6, Context , In: Datenbank zur Qualität von Schule (DaQS) , Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung (DIPF) 2016 DOI:10.7477/150:0:1
Studienbezogene Publikationen:
  • Kuger, Susanne / Klieme, Eckhard / Jude, Nina / Kaplan, David: Assessing Contexts of Learning. An International Perspective , Dordrecht: Springer 2016 , ISBN: 978-3-319-45356-9
Zusätzliche Materialien: Leider liegen uns die Fragebögen zu dieser Studie nicht vor.
Feedback-Button