Considering the context: Generalizing noncognitive scores across student groups

This brief report provides an overview of challenges when interpreting and generalizing noncognitive scores across diverse groups of students. The aim of this report is to help support and foster greater equity in testing and interpretation of noncognitive measures. Noncognitive scores should not be interpreted without understanding the context.

About the Author

Director of Character Assessment Programs As director of character assessment programs, Meghan uses her background in research, K—12 education, and project management to lead our character assessment programs. She develops items, designs research studies, interacts with schools, and works with thought leaders in the field to create robust opportunities for enhanced character skills measurement.

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