ERIC Number: EJ982647
Record Type: Journal
Publication Date: 2012-Sep
Abstractor: As Provided
Reference Count: 64
More than Just Test Scores
Levin, Henry M.
Prospects: Quarterly Review of Comparative Education, v42 n3 p269-284 Sep 2012
Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually premised on the view that test scores are closely linked to the provision of a capable labour force and competitive economy. In fact, the measured relationships between test scores and earnings or productivity are modest and explain a relatively small share of the larger link between educational attainment and economic outcomes. What has been omitted from such narrow assessments are the effects that education has on the development of interpersonal and intrapersonal skills and capabilities that affect the quality and productivity of the labour force. This article provides evidence on some of these relationships, on the degree to which the non-cognitive effects of schooling contribute to adult performance, and on the evidence that deliberate school interventions can influence non-cognitive outcomes. It concludes with the view that the quest for world-class schools must encompass a range of human development characteristics that extend considerably beyond test scores.
Descriptors: Achievement Tests, Scores, Education Work Relationship, Interpersonal Competence, Labor Force Development, Intervention, Educational Quality, Global Approach, Educational Attainment, Income, Productivity
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment; Trends in International Mathematics and Science Study