Non-Cognitive Assessment in Higher Education

Abstract

Non-cognitive assessment is used to identify at-risk college students and leverage limited resources to promote academic performance and persistence. Instruments that measure these psychosocial attitudes and skills require self-reported responses and, thus, may be subject to distortion. This study examined the social desirability response bias in a specific non-cognitive assessment tool, the Student Strengths Inventory (SSI), including gender and ethnic differences. Results show that college students did not respond to the SSI in a socially desirable way. Additionally, the SSI subscales contributed to significant variance in the prediction of academic performance and persistence. This study empirically supports the use of non-cognitive assessment in higher education and suggests interventions for using non-cognitive assessment data at the individual, group, and aggregate level.

Keywords

• non-cognitive assessment
• at-risk
• students
• persistence
• performance
• social desirability
• response bias
• student strengths inventory.