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Improving Learning Through Stealth Assessment of Conscientiousness

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Handbook on Digital Learning for K-12 Schools

Abstract

In this chapter, we describe the importance of assessing and developing conscientiousness in students and how we are approaching this challenge. After discussing the benefits conscientiousness has for learning, we describe the process we are using to create a valid stealth assessment of conscientiousness. We then discuss the current state of this work and suggest next steps and areas of future research around conscientiousness. Finally, we broaden our scope to discuss the strengths and limitations of using stealth assessment to measure noncognitive competencies, as well as give some recommendations to help others use this approach. Our hope is that this chapter will demonstrate both (a) the importance and complexity of conscientiousness measurement in educational settings, and (b) a general process for thinking about and designing assessments for noncognitive competencies.

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Authors and Affiliations

  1. Florida State University, Tallahassee, FL, USA

    Gregory R. Moore & Valerie J. Shute

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  1. Gregory R. Moore
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  2. Valerie J. Shute
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Correspondence to Valerie J. Shute .

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Editors and Affiliations

  1. University of Limerick, Limerick, Ireland

    Ann Marcus-Quinn

  2. Department of Education and Skills, Limerick, Ireland

    Tríona Hourigan

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Moore, G.R., Shute, V.J. (2017). Improving Learning Through Stealth Assessment of Conscientiousness. In: Marcus-Quinn, A., Hourigan, T. (eds) Handbook on Digital Learning for K-12 Schools. Springer, Cham. https://doi.org/10.1007/978-3-319-33808-8_21

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  • DOI: https://doi.org/10.1007/978-3-319-33808-8_21

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-33806-4

  • Online ISBN: 978-3-319-33808-8

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