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Measuring What Matters : = How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Measuring What Matters :/
Reminder of title:	How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
Author:	Rutledge, Julia.
Description:	1 online resource (224 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational tests & measurements. -
Online resource:	click for full text (PQDT)
ISBN:	9780355215977

Measuring What Matters : = How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
Rutledge, Julia.

Measuring What Matters :How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments. - 1 online resource (224 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Students who are considered 'college- and career-ready' possess both the academic content knowledge and the 21st century skills, or 'noncognitive skills,' esteemed by today's higher education institutions and global workforce. And while some K-12 schools have recently embraced pedagogies such as personalized learning that nurture noncognitive skills (Stecher & Hamilton, 2014), conventional assessment measures still do not include separate metrics for these skills: There is a mismatch between what is taught, what is measured, and what is valued. As a result, education researchers are calling for investigations into noncognitive skills measurement practices (Duckworth & Yeager, 2014; Pellegrino & Hilton, 2012). However, these calls do not underscore the effect of the learning environment. Because personalized learning environments claim to prioritize noncognitive skills development (Rickabaugh, 2016), they may be prime places to analyze contextualized measurement practices. This study focuses on three measurement practices (information capture, storage, and utilization) of three noncognitive skills (mindset, self-regulation, and grit) to pursue the research question: How do personalized learning environments measure students' noncognitive skills development? Data was collected from three Midwestern high school personalized learning environments via classroom observations and interviews with principals, teachers, and students. Results reveal a connection between the learning environment's design and its measurement practices. This connection shapes how personalized learning program structures, like interest-based design, lead to specific practices, including student-teacher conferences and long-term projects, that build outcomes of strong student-teacher relationships. Teachers use these relationships as a tool to measure noncognitive skills.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355215977Subjects--Topical Terms:

1180442
Educational tests & measurements.
Index Terms--Genre/Form:

554714
Electronic books.

Measuring What Matters : = How Noncognitive Skills are Captured, Stored, and Utilized in Personalized Learning Environments.
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504 $a Includes bibliographical references
520 $a Students who are considered 'college- and career-ready' possess both the academic content knowledge and the 21st century skills, or 'noncognitive skills,' esteemed by today's higher education institutions and global workforce. And while some K-12 schools have recently embraced pedagogies such as personalized learning that nurture noncognitive skills (Stecher & Hamilton, 2014), conventional assessment measures still do not include separate metrics for these skills: There is a mismatch between what is taught, what is measured, and what is valued. As a result, education researchers are calling for investigations into noncognitive skills measurement practices (Duckworth & Yeager, 2014; Pellegrino & Hilton, 2012). However, these calls do not underscore the effect of the learning environment. Because personalized learning environments claim to prioritize noncognitive skills development (Rickabaugh, 2016), they may be prime places to analyze contextualized measurement practices. This study focuses on three measurement practices (information capture, storage, and utilization) of three noncognitive skills (mindset, self-regulation, and grit) to pursue the research question: How do personalized learning environments measure students' noncognitive skills development? Data was collected from three Midwestern high school personalized learning environments via classroom observations and interviews with principals, teachers, and students. Results reveal a connection between the learning environment's design and its measurement practices. This connection shapes how personalized learning program structures, like interest-based design, lead to specific practices, including student-teacher conferences and long-term projects, that build outcomes of strong student-teacher relationships. Teachers use these relationships as a tool to measure noncognitive skills.
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