Assessing the Non-Cognitive Domains

2020 ◽  
pp. 1021-1046
Author(s):  
James G. M. Crossley
Keyword(s):  
Learning Outcomes ◽  
Outcome Measures ◽  
Cognitive Skills ◽  
Situational Awareness ◽  
Poor Performance ◽  
Cognitive Assessments ◽  
Cognitive Domains ◽  
Good Assessment

Good assessment assures attainment and drives learning. In vocational and practical programmes, the important learning outcomes are non-cognitive skills and attitudes - for example, dexterity, situational awareness, professionalism, compassion, or resilience. Unfortunately, these domains are much more difficult to assess. There are three main reasons. First, the constructs themselves are tacit - making them difficult to define. Second, performance is highly variable and situation-specific. Third, significant assessor judgement is required to differentiate between good and poor performance, and this brings subjectivity. The chapter reviews seven existing strategies for addressing these problems: delineating the constructs, using cognitive assessments as a proxy, making the subjective objective, sampling across performances and opinions, using outcome measures as a proxy, using meta-cognition as a proxy, and abandoning the existing measurement paradigm. Given the limitations of these strategies, the author finishes by offering three promising ways forward.

Assessing the Non-Cognitive Domains

2017 ◽  
pp. 348-372 ◽  
Author(s):  
James G. M. Crossley
Keyword(s):  
Learning Outcomes ◽  
Outcome Measures ◽  
Cognitive Skills ◽  
Situational Awareness ◽  
Poor Performance ◽  
Cognitive Assessments ◽  
Cognitive Domains ◽  
Good Assessment

Good assessment assures attainment and drives learning. In vocational and practical programmes, the important learning outcomes are non-cognitive skills and attitudes - for example, dexterity, situational awareness, professionalism, compassion, or resilience. Unfortunately, these domains are much more difficult to assess. There are three main reasons. First, the constructs themselves are tacit - making them difficult to define. Second, performance is highly variable and situation-specific. Third, significant assessor judgement is required to differentiate between good and poor performance, and this brings subjectivity. The chapter reviews seven existing strategies for addressing these problems: delineating the constructs, using cognitive assessments as a proxy, making the subjective objective, sampling across performances and opinions, using outcome measures as a proxy, using meta-cognition as a proxy, and abandoning the existing measurement paradigm. Given the limitations of these strategies, the author finishes by offering three promising ways forward.

scholarly journals Cognitive Assessments in Hydration Research Involving Children: Methods and Considerations

2019 ◽  
Vol 74 (Suppl. 3) ◽  
pp. 19-24 ◽  
Author(s):  
Daniel R. Westfall ◽  
Nicole E. Logan ◽  
Naiman A. Khan ◽  
Charles H. Hillman
Keyword(s):  
Academic Achievement ◽  
Human Health ◽  
Research Interest ◽  
Future Research ◽  
Cognitive Assessments ◽  
Cognitive Domains ◽  
Essential Nutrient ◽  
Definition Of ◽  
The Relationship

The effects of optimal and insufficient hydration on human health have received increasing investigation in recent years. Specifically, water is an essential nutrient for human health, and the importance of hydration on cognition has continued to attract research interest over the last decade. Despite this focus, children remain a relatively understudied population relative to the effects of hydration on cognition. Of those studies investigating children, findings have been inconsistent, resulting from utilizing a wide variety of cognitive domains and cognitive assessments, as well as varied hydration protocols. Here, our aim is to create a primer for assessing cognition during hydration research in children. Specifically, we review the definition of cognition and the domains of which it is composed, how cognition has been measured in both field- and laboratory-based assessments, results from neuroimaging methods, and the relationship between hydration and academic achievement in children. Lastly, future research considerations are discussed.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

scholarly journals Plant Foods Rich in Antioxidants and Human Cognition: A Systematic Review

Antioxidants ◽  
2021 ◽  
Vol 10 (5) ◽  
pp. 714
Author(s):  
Luciana Baroni ◽  
Anna Rita Sarni ◽  
Cristina Zuliani
Keyword(s):  
Young Adult ◽  
Human Cognition ◽  
Cognitive Assessments ◽  
Cross Sectional ◽  
Cognitive Domains ◽  
Plant Foods ◽  
Beneficial Effects ◽  
System Integrity ◽  
Plant Antioxidants ◽  
The Impact

Oxidative stress can compromise central nervous system integrity, thereby affecting cognitive ability. Consumption of plant foods rich in antioxidants could thereby protect cognition. We systematically reviewed the literature exploring the effects of antioxidant-rich plant foods on cognition. Thirty-one studies were included: 21 intervention, 4 cross-sectional (one with a cohort in prospective observation as well), and 6 prospective studies. Subjects belonged to various age classes (young, adult, and elderly). Some subjects examined were healthy, some had mild cognitive impairment (MCI), and some others were demented. Despite the different plant foods and the cognitive assessments used, the results can be summarized as follows: 7 studies reported a significant improvement in all cognitive domains examined; 19 found significant improvements only in some cognitive areas, or only for some food subsets; and 5 showed no significant improvement or no effectiveness. The impact of dietary plant antioxidants on cognition appears promising: most of the examined studies showed associations with significant beneficial effects on cognitive functions—in some cases global or only in some specific domains. There was typically an acute, preventive, or therapeutic effect in young, adult, and elderly people, whether they were healthy, demented, or affected by MCI. Their effects, however, are not attributable only to anti-oxidation.

scholarly journals Meta-analysis of epigenome-wide associations between DNA methylation at birth and childhood cognitive skills

2020 ◽  
Author(s):  
Doretta Caramaschi ◽  
Alexander Neumann ◽  
Andres Cardenas ◽  
Gwen Tindula ◽  
Silvia Alemany ◽  
...  
Keyword(s):  
Dna Methylation ◽  
Cord Blood ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Strong Predictor ◽  
Meta Analysis ◽  
Later Life ◽  
Life Outcomes ◽  
Cognitive Domains ◽  
Wide Range

ABSTRACTCognitive skills are a strong predictor of a wide range of later life outcomes. Genetic and epigenetic associations across the genome explain some of the variation in general cognitive abilities in the general population and it is plausible that epigenetic associations might arise from prenatal environmental exposures and/or genetic variation early in life. We investigated the association between cord blood DNA methylation at birth and cognitive skills assessed in children from eight pregnancy cohorts (N=2196-3798) within the Pregnancy And Childhood Epigenetics (PACE) Consortium across overall, verbal and non-verbal cognitive scores. The associations at single CpG sites were weak for all of the cognitive domains investigated. One region near DUSP22 on chromosome 6 was associated with non-verbal cognition in a model adjusted for maternal IQ. We conclude that there is little evidence to support the idea that cord blood DNA methylation at single CpGs can predict cognitive skills and further studies are needed to confirm regional differences.

scholarly journals Acute Inositol-Stabilized Arginine Silicate Improves Cognitive Outcomes in Healthy Adults

Nutrients ◽  
2021 ◽  
Vol 13 (12) ◽  
pp. 4272
Author(s):  
Joshua L. Gills ◽  
Anthony Campitelli ◽  
Megan Jones ◽  
Sally Paulson ◽  
Jennifer Rae Myers ◽  
...  
Keyword(s):  
Young Adults ◽  
Repeated Measures ◽  
Healthy Adults ◽  
Cognitive Outcomes ◽  
Long Term Effects ◽  
Cognitive Assessments ◽  
Double Blind ◽  
Cognitive Domains ◽  
Immediate Memory ◽  
Neuropsychological Status

Inositol-stabilized arginine silicate (ASI) is an ergogenic aid that upregulates nitric oxide. Acute ASI supplementation improves working memory and processing speed in young adults but there is a lack of data examining other cognitive tasks. Therefore, the purpose of this study was to examine acute ASI effects on young healthy adults by assessing multiple cognitive domains. Nineteen young adults (20.9 ± 3.2 years) completed this randomized, double-blind, crossover study consuming ASI (1.5 g ASI + 12 g dextrose) and placebo (12 g dextrose). The participants completed the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) and two digital cognitive assessments before consuming the supplement and then completed the same battery of tests 60 min post-supplementation. Repeated measures ANOVA demonstrated that ASI consumption significantly improved total RBANS and immediate memory scores compared to the placebo (p < 0.05). However, no significant differences were displayed between trials for other cognitive domains (p > 0.05). Acute ASI ingestion increased overall RBANS scores and immediate memory scores in young adults. More research is needed to examine the acute effects of ASI on other domains of cognition, in older populations, and its long-term effects on cognition.

scholarly journals UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS’ REVISED TAXONOMY

2017 ◽  
Vol 16 (6) ◽  
pp. 919-931
Author(s):  
Abraham Motlhabane
Keyword(s):  
South African ◽  
Cognitive Skills ◽  
Core Curriculum ◽  
Poor Performance ◽  
Learning Objectives ◽  
The South ◽  
Physical Sciences ◽  
Revised Bloom's Taxonomy ◽  
South African Education

The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa. On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom’s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom’s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. Keywords: physics examination, revised Bloom’s taxonomy, quality of education.

The value evolution of the curriculum in the current context of changes

2021 ◽  
pp. 27-32
Author(s):  
Violeta Braguta ◽  
◽  
Keyword(s):  
Learning Outcomes ◽  
Cognitive Skills ◽  
School Curriculum ◽  
Basic Knowledge ◽  
Pragmatic Approach ◽  
Approach To Learning ◽  
Curriculum Framework ◽  
Current Context ◽  
Key Competences ◽  
Direct Use

Its superior value-teleological, normative and axiological evolution reflects and constructively processes the interactive psychological and sociocultural reality, perfectible with concrete effects, realistically anticipated on the learners, as well as on the process itself. Restructuring the school curriculum (framework plans and curricula) is necessary to promote values-based on education, creativity, cognitive skills, volitional skills and action skills, basic knowledge and knowledge skills and abilities of direct use, in the profession, in society and focus the curriculum on the formation and development / diversification of key competences. The curricular review will place greater emphasis on the development of transversal competences, including digital ones, those on sustainable development and socio-emotional competences. The argument for the need to reconfigure the current learning process is to opt for a holistic, transdisciplinary and functional-pragmatic approach to learning outcomes.

Abstract TP425: How do Different Outcome Measures Reflect Outcome After Aneurysmal Subarachnoid Hemorrhage

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Daniel Haenggi ◽  
Nima Etminan ◽  
Hans Jakob Steiger ◽  
R. Loch Macdonald ◽  
Stephan A Mayer ◽  
...  
Keyword(s):  
Subarachnoid Hemorrhage ◽  
Outcome Measures ◽  
Aneurysmal Subarachnoid Hemorrhage ◽  
Phase 1 ◽  
External Ventricular Drain ◽  
Cognitive Status ◽  
World Federation ◽  
Cognitive Assessments ◽  
Dose Escalation Study ◽  
Sustained Release Formulation

Few treatments for aneurysmal subarachnoid hemorrhage (aSAH) have been effective in randomized clinical studies. One reason may be that the outcome measures used are not sensitive enough to detect efficacy of treatments in this disease. This hypothesis was examined by comparing 6 outcome measures for 72 patients with aSAH. Patients with aSAH who were World Federation of Neurological Surgeons grades 2 to 4 with an external ventricular drain inserted as part of standard of care were entered in a Phase 1/2a multicenter, controlled, randomized, open-label, dose escalation study to determine the maximum tolerated dose and safety and tolerability of a sustained release formulation of nimodipine (EG-1962, NEWTON study) in patients with aSAH. Clinical outcome was assessed at 90 days after aSAH using the extended Glasgow outcome scale (eGOS), modified Rankin scale (mRS), Montreal cognitive assessment (MoCA), telephone interview of cognitive status (TICS), NIHSS and Barthel index. The relationship between each outcome measure and the eGOS was plotted on arithmetic graphs (Figure). The eGOS and mRS gave very similar results. More detailed cognitive assessments (MoCA, TICS) were more exponential in shape with more variability. The NIHSS and Barthel had outcomes clustered towards the highest ends of the scales with distributions that did not discriminate as much as the eGOS or mRS. The MoCA and TICS gave similar results. It was concluded that the eGOS or mRS produce a similar and varying range of outcomes after aSAH, whereas cognitive assessments like the MoCA and TICS and scales designed for ischemic stroke like the NIHSS and BI are less discriminatory of outcomes after aSAH.

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