Implementing new health and K-12 education indicators in ...
Implementing new health and K12 education indicators in national and international assessment systems Patrick Kyllonen Center for Academic and Workforce Readiness and Success Educational Testing Service Princeton, NJ, USA Understanding the opportunities for collaboration between the health and education sectors in a culture of health Cinco de Mayo, 2016 Outline Benefits of Schooling Schools Develop Social Emotional Skills (SES) Frameworks for SES Development Measurement Approaches for Tracking SES Development 2 Benefits of Schooling Education benefits individuals and society 4 economic growth, less unemployment, better jobs, less crime, higher civic engagement (human capital theory) What is it about education that produces these benefits? 4 Cognitive skills mathematics, language, problem solving but cognitive
skills are only part of the benefit 4 Other skills punctuality, work ethic, getting along with others, impulse control, listening to the teacher may be as or more important 3 Copyright 2016 by Educational Testing Service. All rights reserved. ETS, the ETS logo, MEASURING THE POWER OF LEARNING and SUCCESSNAVIGATOR are registered trademarks of Educational Testing Service (ETS). 36320 Slide 4 Growing recognition that schools do more than teach mathematics and language 4 Slide 5 Singapore 55 Social and emotional skills are the most important result of early childhood interventions designed to boost IQ (Barnett, 2011; Heckman)
predict grades throughout K16 as strongly as IQ does (Poropat, 2009) account for as much or more of the educational attainment effect as cognitive skills do (Bowles et al., 2001) predict mortality, divorce, occupational attainment (B. Roberts et al., 2007), life satisfaction, crime record, income level, physical health, and parenting skill (Moffitt, Poulty, & Caspi, 2013) 6 Which skills? 7 Slide 8 2008 2010 2011 2012 2016 (forthcoming) Intrapersonal and interpersonal skills in higher education
8 Farrington, et al University of Chicago Consortium on Chicago School Research (2012) Academic Behaviors 4 Going to class, doing homework, organizing materials, participating, studying Academic Perseverance 4 Grit, tenacity, delayed gratification, self-discipline, self-control Academic Mindsets 4 I belong in this academic community (sense of belonging; stereotype threat) 4 My ability and competence grow with my effort (attribution theory; theories of intelligence; locus of control) 4 I can succeed at this (self-efficacy) 4 This work has value for me (expectancy-value theory; see also, TPB) Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research. 9 9 CASEL: Social Emotional Learning (SEL) The ability to regulate ones emotions and behaviors and to set
and pursue personal and academic goals The ability to take the perspective of others, particularly from different backgrounds and cultures The ability to establish and maintain healthy relationships with others through communication, listening, cooperating, negotiating, and helpseeking SEL Responsible SelfManagement Awareness Decision Making Social Awareness Relationship Skills Self
The ability to recognize ones thoughts and emotions and their relationship to behavior The ability to make constructive choices about behavior and social interactions 10 10 Worldwide Interest in the Development of Social and Emotional Skills Phase 1 Expert panel: Economists, psychologists, educators Literature review, conceptual framework
High-level policy forum, Sao Paolo, Brazil 2014 Phase 2 International longitudinal study of skills development in cities Grades 1, 7 (ages 6, 12) Students, teachers, parents Learning contexts, cognitive, social and emotional skills, outcomes
Knowledge extrapolated Reflect Reason Conceptualise Cognitive Mental capacity to acquire knowledge, thoughts and experience Interpret, reflect and extrapolate based on the knowledge acquired Social and Emotional Achieving goals Perseverance Self-control Passion for goals Individual capacities that (a) are manifested in consistent patterns of thoughts, feelings and behaviours,
(b) can be developed through formal and informal learning experiences, and (c) influence important socioeconomic outcomes throughout the individuals life. Working with others Sociability Respect Caring Managing emotions Self-esteem Optimism Confidence Outcomes: Education, workforce, civic, safety, health and well-being, environment 12 OECDs Skills for Social Progress Policy Messages Children need a well-balanced set of cognitive, social and emotional skills (SES) for life success and societal progress
Childrens capacities to achieve goals, work effectively with others and manage emotions help improve lifetime outcomes SES can be raised by improving learning environments and mobilizing intervention programs Skills beget skills and early investment in SES is key to improving life prospects Regular SES assessments provide valuable information to improve learning contexts and ensure they are conducive to skill development Policymakers acknowledge the importance of SES, but the level of policies and programs varies 13 13 Methods 14 3 Categories Administrative records 4 Absenteeism, tardiness 4 Grades (Kautz & Heckman) Survey methods 4 Self and other ratings 4 Anchoring vignettes
4 Forced choice Performance tasks and games 4 Collaborative problem-solving example 4 Emotional intelligence example (DANVA) 15 ETSs SuccessNavigator Battery Organization I make a schedule for getting my school work done. I take due dates seriously. Meeting Class Expectations I attend almost all of my classes. I complete the reading that is assigned to me. Academic Skills Sensitivity to Stress Determination Self-Management Academic Self-Efficacy Test Anxiety
Connectedness Social Support Institutional Support Barriers to Success Commitment to College Commitment Institutional Commitment I get stressed out easily when things don't go my way. I am easily frustrated. When feeling stressed about the amount of homework I have, I try to get organized to get on top of my homework. When worried about a test, I get prepared regardless. I'm confident that I will succeed in my courses this semester. I can do well in college if I apply myself. When taking a test, I think about what happens if I don't do well. Before a test, my stomach gets upset. I feel connected to my peers. People understand me. If I don't understand something in class, I ask the instructor for help. I know how to find out what's expected of me in classes. Family pressures make it hard for me to commit to school. People close to me support me going to college.
One of my life goals is to graduate college. The benefit of a college education outweighs the cost. This is the right school for me. Im proud to say I attend this school. 16 Single Statements Rating Scale 1. 2. I keep my promises I am generally pretty forgiving Strongly agree Agree Disagree Strongly disagree Please indicate your answer to each item by clicking on the appropriate circle
Forced-Choice For each pair of statements please click on the one that is most like you 1. I keep my promises 2.
I am generally pretty forgiving Drasgow, Stark, Chernyshenko, Nye, Hulin, & White (2012). 18 Other examples I think of others first I am generally prepared I feel comfortable around people I wait for my turn I sense others wishes I make plans and stick to them 18 ST61 01 Below you will find descriptions of three mathematics Slide 20teachers. Read each of the descriptions of these teachers. Then let us know to what extent you agree with the final statement. (Please check only one box on each row.) Strongly agree
Agree Disagree Strongly disagree Ms. Dalton assigns mathematics homework once a week. She never gets the answers back to students
before examinations. Ms. Dalton is concerned about her students learning. My teacher lets students know they need to work hard. a) Ms. Anderson assigns mathematics homework every other day. She always gets the answers back to students before examinations. Ms. Anderson is concerned about her students learning. b) Mr. Crawford assigns mathematics homework once a week. He always gets the answers back to students before examinations. Mr. Crawford is concerned about his students learning. c)
Slide 21Mary is kind to others most of the time. She sometimes speaks out of turn, but usually is able to control her emotional reactions, even when intentionally provoked by others. Mary has a high level of self control. I have a high level of self control. 5th grade 6th grade 1 1 2
2 3 3 4 4 20% of the students rate themselves at or above Mary 35% of the students rate themselves at or above Mary 20 21 Situational Judgment Tests (SJTs) Teamwork & Collaboration As part of a class project, you serve as a volunteer for a nonprofit
agency. In a discussion about how to find new volunteers, you bring up what you think is a great new idea. But the others tell you that the idea is off base and not workable. How would you handle this situation? Best Worst Drop your idea because the group is probably right. Point out several good reasons why your idea might work. Drop your idea for now, but tell it to your boss later. Tell the others that lots of people dont recognize great ideas at first. 21 22 Slide 23 23 22 Slide 24
Happy? Or Angry? 24 Conclusions Growing interest Good frameworks New (better) methods 24 Copyright 2016 by Educational Testing Service. All rights reserved. ETS, the ETS logo, MEASURING THE POWER OF LEARNING and SUCCESSNAVIGATOR are registered trademarks of Educational Testing Service (ETS). 36320 25
ESSA requirements align with existing NCES data collection procedures. Includes. Administration. Instructional Support. Student Support Services. Operation & Maintenance of Plant. Fixed Charges. Preschool. Net expenditures to cover deficits from food services and student body activities. Does NOT Include. Community...
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