Supporting Students' College Success The Role of Assessment of Intrapersonal and Interpersonal Competencies (2017) / Chapter Skim
Currently Skimming:
6 Next Steps
6 Next Steps
Pages 181-188
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 181... ...
COMPETENCIES FOR COLLEGE SUCCESS Based on its review of the evidence, the committee concluded that only limited research has been conducted to date on the potential relationships between various intra- and interpersonal competencies and students' college success. RECOMMENDATION 1: Federal agencies and foundations should invest in research exploring the possible relationships between various intra- and interpersonal competencies and students' college success.
|
From page 182... ...
RECOMMENDATION 2: Federal agencies and foundations should invest in intervention research using random assignment and research employing a range of other methods to understand better the competen cies identified in this report, their relationship to college success, and the mechanisms through which they operate to improve college success. Research focused on supporting the college success of underrepresented student groups should be a priority.
|
From page 183... ...
ASSESSMENT METHODS FOR COLLEGE COMPETENCIES The committee reviewed the nature and quality of existing assessments of the eight competencies identified above, together with research and professional standards related to the general process of the development, validation, implementation, interpretation, and evaluation of the results of intra- and interpersonal competency assessments. Noting that various professional and legal standards apply to assessing these competencies, the committee concluded that most current assessments of the eight identified competencies are uneven in quality, providing only limited evidence to date that they meet professional standards of reliability, validity, and fairness.
|
From page 184... ...
Based on its analysis of research and current practice, the committee concluded that, despite the ever-increasing diversity of undergraduate student populations, attention to fairness for diverse populations often is inadequate in the development, validation, and use of current assessments of the eight identified competencies. Because these fairness standards apply broadly to assessments of all types of competencies, the committee makes the following recommendation.
|
From page 185... ...
accountability. Based on its analysis of the relevant literature, the committee concluded that in higher education, assessments are more likely to be valuable for supporting student success when their selection, design, analysis, and interpretation are guided by stakeholder information needs, intended uses, and users.
|
From page 186... ...
In addition, some higher education stakeholders will require additional support and training to develop the knowledge and skills needed to select, use, and interpret assessments of intra- and interpersonal competencies to improve student success in higher education. Considering the available research, moreover, the committee concluded that, relative to the limited research on the relationship between intra- and interpersonal competencies and college success, less evidence is available from an organizational science perspective on how stakeholders in higher education can use data on intra- and interpersonal competencies for improvement and evaluation purposes.
|
From page 187... ...
NEXT STEPS 187 lege graduates may also be related to students' persistence and success in college. CONCLUSION In conclusion, the committee believes that implementation of its recommendations would provide the research base and practical guidance needed to identify more clearly, develop, and assess those intra- and interpersonal competencies that support student persistence and success in undergraduate education.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.