Wednesday, December 21, 2022

A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic by ACT& Social Emotional Learning Assessment

 J. Intell. | Free Full-Text | A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic™ by ACT® Social Emotional Learning Assessment 
https://www.mdpi.com/2079-3200/10/4/72
Abstract
A focus on implementing social and emotional (SE) learning into curricula continues to gain popularity in K-12 educational contexts at the policy and practitioner levels. As it continues to be elevated in educational discourse, it becomes increasingly clear that it is important to have reliable, validated measures of students' SE skills. Here we argue that framework and design are additional important considerations for the development and selection of SE skill assessments. We report the reliability and validity evidence for The Mosaic™ by ACT® Social Emotional Learning Assessment, an assessment designed to measure SE skills in middle and high school students that makes use of a research-based framework (the Big Five) and a multi-method approach (three item types including Likert, forced choice, and situational judgment tests). Here, we provide the results from data collected from more than 33,000 students who completed the assessment and for whom we have data on various outcome measures. We examined the validity evidence for the individual item types and the aggregate scores based on those three. Our findings support the contribution of multi-method assessment and an aggregate score. We discuss the ways the field can benefit from this or similarly designed assessments and discuss how the assessment results can be used by practitioners to promote programs aimed at stimulating students' personal growth.


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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Friday, December 16, 2022

Metacognition and self-control: An integrative framework. - PsycNET

 Metacognition and self-control: An integrative framework. - PsycNET 
https://psycnet.apa.org/record/2023-29488-001

Hennecke, M., & B├╝rgler, S. (2022). Metacognition and self-control: An integrative framework. Psychological Review. Advance online publication. https://doi.org/10.1037/rev0000406

Abstract
Self-control describes the processes by which individuals control their habits, desires, and impulses in the service of long-term goals. Research has identified important components of self-control and proposed theoretical frameworks integrating these components (e.g., Inzlicht et al., 2021; Kotabe & Hofmann, 2015). In our perspective, these frameworks, however, do not yet fully incorporate important metacognitive aspects of self-control. We therefore introduce a framework explicating the role of metacognition for self-control. This framework extends existing frameworks, primarily from the domains of self-regulated learning and problem-solving (e.g., Schraw & Moshman, 1995; Zimmerman, 2000), and integrates past and contemporary research and theorizing on self-control that involves aspects of metacognition. It considers two groups of metacognitive components, namely, (a) individual metacognitive characteristics, that is a person's declarative, procedural, and conditional metacognitive knowledge about self-control, as well as their self-awareness (or metacognitive awareness), and (b) metacognitive regulatory processes that unfold before a self-control conflict (forethought and prevention), when a self-control conflict is identified, during a self-control conflict (regulation and monitoring), and after a self-control conflict (reflection and evaluation). The proposed framework integrates existing research and will be useful for highlighting new directions for research on the role of metacognition for self-control success and failure. (PsycInfo Database Record (c) 2022 APA, all rights reserved)




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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Thursday, December 08, 2022

Full article: Editorial Introduction to the Special Issue “Advances in the Measurement and Evaluation of Creativity”

Full article: Editorial Introduction to the Special Issue "Advances in the Measurement and Evaluation of Creativity"
https://www.tandfonline.com/doi/full/10.1080/10400419.2022.2152555

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Monday, December 05, 2022

From MDPI: "Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores" - Open Access….you can download and read for free!

I LOVE MDS and modern visual-graphic methods (e.g., psychometric network analysis) for analyzing multidimensional cognitive and achievement data

https://www.mdpi.com/1981340:

Multidimensional Scaling of Cognitive Ability and Academic Achievement ScoresMultidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-writing, and quantitative-numeric regions were visible in all models. Results were mostly similar across different grade levels. Additional analysis with WISC-V and WIAT-III tests showed that content (verbal, numeric, figural) and response process facets (verbal, manual, paper-pencil) were also useful in explaining test locations. Two implications from this study are that caution may be needed when interpreting fluency scores across academic areas, and MDS provides more empirically[...]


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Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
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Thursday, December 01, 2022

Ongoing trends of human intelligence - ScienceDirect

 Ongoing trends of human intelligence - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0160289622000897?via%3Dihub

Abstract
The aim of the study is to estimate the most recent trends of intelligence world-wide. We find that the most recent studies report mainly positive Flynn effects in economically less developed countries, but trivial and frequently negative Flynn effects in the economically most advanced countries. This is confirmed by an analysis of 48 countries in the 2000–2018 PISA tests, showing that high pre-existing IQ and school achievement are the best predictors of declining test scores. IQ gaps between countries are still large (e.g., 19 IQ points in PISA between East Asia and South Asia) but are diminishing world-wide. We predict that these trends, observed in adolescents today, will reduce cognitive gaps between the working-age populations of countries and world regions during coming decades. As is predicted by the well-established relationship between intelligence and economic growth, there is already evidence that the ongoing cognitive convergence is paralleled by global economic convergence. These developments raise questions as to how long this cognitive and economic convergence will continue, whether it will eliminate cognitive and economic gaps between countries entirely, and whether a condition with high levels of cognitive ability and economic prosperity is sustainable long-term.

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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