Socio-emotional, non-cognitive or “soft” skills: approximations to their evaluation
DOI:
https://doi.org/10.22201/codeic.16076079e.2018.v19n6.a5Keywords:
social-emotional skills, non-cognitive skills, self-report measuresAbstract
This article describes a set of skills and competencies that have been identified as non-cognitive skills, 21st century skills, or socio-emotional skills (HSE). These skills have been considered as equal, or more important than cognitive skills to perform successfully in the academic, personal and professional fields (Organización para la Cooperación y el Desarrollo Económicos [OECD], 2015). Because of the growing recognition of the importance of HSE, educational programs have been designed to support the development of these skills, which have been grouped under the generic name of Social Emotional Learning (SEL) programs. In this text, we analyze different categories of socio-emotional skills that have been included in the programs developed in Mexico and the United States to promote them, as well as the procedures and instruments for their evaluation.
References
Acosta, P., Igarashi, T., Olfindo, R., y Rutkowski, J. (2017). Demand for Socioemotional Skills in the Philippine Labor Market. En Developing Socioemotional Skills for the Philippines’ Labor Market (21-34). Recuperado de: https://elibrary.worldbank.org/doi/10.1596/978-1-4648-1191-3_ch2.
Carr, P. B., y Walton, G. M. (2014). Cues of working together fuel intrinsic motivation. Journal of Experimental Social Psychology, 53, 169-184.
Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., y Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5(1), 15a.
Duckworth, A y Yeager, D. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251.
Dweck, C. S., Walton, G. M. y Cohen, G. L. (2014). Academic Tenacity Mindsets and Skills that Promote Long-Term Learning. Seattle, EUA: Bill & Melinda Gates Foundation.
Elbertson, N. A., Brackett, M. A., y Weissberg, R. P. (2010). School-based social and emotional learning (SEL) programming: Current perspectives. En Hargreaves, A., Lieberman, A., Fullan, M., Hopkins, D. (Eds.), Second international handbook of educational change (1017-1032). Dordrecht, Países Bajos: Springer.
Fiszbein, A., C. Cosentino, y Cumsille B. (2016). El desafío del desarrollo de habilidades en América Latina: Un diagnóstico de los problemas y soluciones de política pública. Washington, DC: Diálogo Interamericano-Mathematica Policy Research.
Freshman, B., y Rubino, L. (2002). Emotional intelligence: a core competency for health care administrators. The health care manager, 20(4), 1-9.
Gardner, H. (2001). Estructuras de la mente: la teoría de las inteligencias múltiples. Colombia: Fondo de Cultura Económica.
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. EUA: Bantam Books.
Heckman, J. & Katz, T. (2012). Hard evidence on soft skills (National Bureau of Economic Research Working Paper 18121). DOI: https://doi.org/10.3386/w18121.
Huerta, M. (2016). Evaluación de habilidades socioemocionales y transversales: un estado del arte. (s.l.): DIALOGAS, Adelante, Agcid Chile, MESACTS y CAF-banco de desarrollo de América Latina. Recuperado de: http://www.adelante-i.eu/sites/default/files/nota_conceptual_taller_evaluacion_caf-final.pdf.
Instituto Nacional para la Evaluación de la Educación (2015). Planea una nueva generación de pruebas. ¿Qué evalúa? Recuperado de: https://www.inee.edu.mx/images/stories/2015/planea/fasciulosnov/Planea_3.pdf.
Kafka, T. (2016). A List of Non-Cognitive Assessment Instruments. Recuperado de: http://ccrc.tc.columbia.edu/images/a-list-of-non-cognitive-assessment-instruments.pdf.
Kyllonen, P. (2012, mayo). Measurement of 21st century skills within the common core state standards. En Invitational Research Symposium on Technology Enhanced Assessments (7-8). Recuperado de: https://www.ets.org/Media/Research/pdf/session5-kyllonen-paper-tea2012.pdf.
Larson, R. y Csikszentmihalyi, M. (1983). The Experience Sampling Method. New Directions for Methodology of Social and Behavioral Sciences, 15, 41–56. San Francisco: Jossey-Bass.
McKenzie, D. (2014). Development Impact. Hard measurement of Soft Skills. Washington, EUA: The World Bank. Recuperado de: https://blogs.worldbank.org/impactevaluations/hard-measurement-soft-skills.
McKown, C. (2017). Social-emotional assessment, performance, and standards. The Future of Children, 27 (1),157-178. Recuperado de: https://files.eric.ed.gov/fulltext/EJ1144767.pdf.
Nagaoka, J., Farrington, C, Ehrlich, S., y Heath, R. (2015). Foundations for Young Adult Success: A Developmental Framework. [Concept Paper for Research and Practice, University of Chicago Consortium on Chicago School Research]. Recuperado de: https://www.wallacefoundation.org/knowledge-center/Documents/Foundations-for-Young-Adult-Success.pdf.
Organización para la Cooperación y el Desarrollo Económicos (OCDE) (2015). Skills for Social Progress: The Power of Social and Emotional Skills. Paris: OCDE.
Pacheco, N. E., y Berrocal, P. F. (2004). La inteligencia emocional: Métodos de evaluación en el aula. Revista Iberoamericana de educación, 34(1), 1-12.
Pekrun, R. (2014). Emotions and Learning. [Educational Practices Series-24 de la International academy of education e International Academy of Education]. Recuperado de: http://unesdoc.unesco.org/images/0022/002276/227679e.pdf.
Reyman, J. (2013). User data on the social web: Authorship, agency, and appropriation. College English, 75(5), 513-533. Recuperado de: http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/0755-may2013/CE0755User.pdf.
Rikoon, S., Brenneman, M., Petway II, K. (2016). Assessing Social-Emotional Learning. [National Association of State Boards of Education]. Recuperado de: https://www.csai-online.org/resources/assessing-social-emotional-learning.
Scott, C. (2015). El futuro del aprendizaje 2 ¿Qué tipo de aprendizaje se necesita en el siglo XXI? Investigación y prospectiv en educación [documentos de trabajo, UNESCO]. Recuperado de: http://unesdoc.unesco.org/images/0024/002429/242996s.pdf.
Transforming Education (s. f.). The state of SEL measurement is new and constantly evolving, but the field continues to build upon encouraging information about the validity and reliability of existing SEL measures. Recuperado de: https://www.transformingeducation.org/sel-assessment/.
West, R. M. (2016). Should non-cognitive skills be included in school accountability systems? Preliminary evidence from California’s CORE Districts. Evidence Speaks Reports, 1, (13).
West, M. (2014). The Limitations of Self-Report Measures on Non-cognitive Skills. Washington, EU: The Brookings Institution. Recuperado de: https://www.brookings.edu/research/the-limitations-of-self-report-measures-of-non-cognitive-skills/.
Wilson-Ahlstrom, A y Yohalem, N. (2014). From Soft Skills to Hard Data: Measuring youth program outcomes. (s.l.): The Forum for Youth Investment. Recuperado de: http://forumfyi.org/files/soft_skills_hard_data_single.pdf.
Published
Issue
Section
License
Copyright (c) 2020 Revista Digital Universitaria
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Revista Digital Universitaria es editada por la Universidad Nacional Autónoma de México se distribuye bajo una Licencia Creative Commons Atribución-NoComercial 4.0 Internacional. Basada en una obra en http://revista.unam.mx/.
