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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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SUPPORTING STUDENTS’
COLLEGE SUCCESS

The Role of Assessment of Intrapersonal
and Interpersonal Competencies

Committee on Assessing Intrapersonal and Interpersonal Competencies

Joan Herman and Margaret Hilton, Editors

Board on Testing and Assessment

Division of Behavioral and Social Sciences and Education

A Consensus Study Report of

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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

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This activity was supported by Contract/Grant No. 1460028 between the National Academy of Sciences and the National Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.

International Standard Book Number-13: 978-0-309-45605-0
International Standard Book Number-10: 0-309-45605-3
Library of Congress Control Number: 2017947963
Digital Object Identifier: https://doi.org.10.17226/24697

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Suggested citation: National Academies of Sciences, Engineering, and Medicine. (2017). Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/24697.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

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The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president.

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Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

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Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task.

Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies.

For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo.

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

COMMITTEE ON ASSESSING INTRAPERSONAL AND INTERPERSONAL COMPETENCIES

JOAN HERMAN (Chair), National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles

DAVID BILLS, College of Education, University of Iowa, Iowa City

CORBIN CAMPBELL, Teachers College, Columbia University

TABBYE CHAVOUS, Rackham Graduate School, University of Michigan, Ann Arbor

GREG DUNCAN, School of Education, University of California, Irvine

SYLVIA HURTADO, Graduate School of Education and Information Sciences, University of California, Los Angeles

PATRICK KYLLONEN, Center for Academic and Workforce Readiness, Educational Testing Service, Princeton, New Jersey

DAN McADAMS, Department of Psychology, Northwestern University, Evanston, Illinois

FREDERICK OSWALD, Department of Psychology, Rice University, Houston, Texas

JONATHAN PLUCKER, School of Education and Center for Talented Youth, Johns Hopkins University, Baltimore, Maryland

K. ANN RENNINGER, Department of Educational Studies, Swarthmore College, Swarthmore, Pennsylvania

BRIAN STECHER, Pardee RAND Graduate School, RAND Corporation, Santa Monica, California

MARGARET HILTON, Study Director

PATRICIA MORISON, Acting Board Director, Board on Testing and Assessment

HEIDI SCHWEINGRUBER, Director, Board on Science Education

JUDITH KOENIG, Senior Program Officer

KELLY ARRINGTON, Senior Program Assistant

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

BOARD ON TESTING AND ASSESSMENT

DAVID J. FRANCIS (Chair), Texas Institute for Measurement, Evaluation, and Statistics, University of Houston

MARK DYNARSKI, Pemberton Research, LLC, East Windsor, New Jersey

JOAN HERMAN, National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles

SHARON LEWIS, Council of Great City Schools, Washington, DC

BRIAN STECHER, Pardee RAND Graduate School, RAND Corporation, Santa Monica, California

JOHN ROBERT WARREN, Department of Sociology, University of Minnesota, Minneapolis

PATRICIA MORISON, Acting Director

Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

Acknowledgments

This Consensis Study Report was made possible by the contributions of the National Academies of Sciences, Engineering, and Medicine (the National Academies); the study committee; and many other experts. First, the committee thanks the National Science Foundation (NSF) for sponsoring the study and the William and Flora Hewlett Foundation for providing additional dissemination funding. Particular thanks go to Susan Singer (former director, NSF Division of Undergraduate Education) and Marc Chun (program officer, the William and Flora Hewlett Foundation).

During the course of its work, the committee benefited from presentations by and discussions with several experts who participated in its three fact-finding meetings. At the first meeting, the committee discussed its charge with Susan Singer, representing NSF. In addition, Stephen M. Fiore, University of Central Florida, and David Yeager, University of Texas at Austin, presented recent research on assessment of intra- and interpersonal competencies.

The committee’s third meeting included a workshop designed to explore the changing context of higher education; the growing importance of social skills in the workplace; and the relationships among conscientiousness, motivation, and academic achievement. The committee found the presentations and discussions at this meeting enlightening and thanks to all who participated, including Nicholas Bowman (University of Iowa), David Deming (Harvard University), Alicia Dowd (Pennsylvania State University), Carol Geary Schneider (Association of American Colleges and Universities), Judith Harackiewicz (University of Wisconsin), Joshua

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Jackson (Washington University in St. Louis), and Alex (Sandy) Pentland (Massachusetts Institute of Technology).

At the committee’s fourth meeting, Nicholas Bowman and David Deming presented findings from research commissioned by the committee. The committee thanks them for their work and insights. Following the fourth meeting, Sabrina Solanki (University of California, Irvine) quickly assembled and synthesized literature on interventions for developing intrapersonal competencies. This synthesis proved invaluable to the committee’s deliberations.

The committee gratefully acknowledges the efforts of the staff of the Board on Testing and Assessment (BOTA) and the Board on Science Education (BOSE). The committee thanks Patricia Morison, current acting director of BOTA, for her support and guidance at key stages of this project; Judith Koenig, BOTA senior program officer, for sharing her assessment expertise; and Heidi Schweingruber, director of BOSE, for her advice throughout the course of the study. Special thanks are due to Kelly Arrington, senior project assistant, for her exceptional organizational skills and close attention to detail in handling all the administrative details associated with the committee’s in-person and virtual meetings and the workshop, and providing critical support in preparing the manuscript for this report. We also thank Vanessa Lazar, research assistant, for her adept research skills, and Rebecca Morgan, National Academies senior research librarian, for conducting several literature searches.

The committee also thanks members of the Office of Reports and Communication of the Division of Behavioral and Social Sciences and Education for their work on this report. Thanks go to Rona Briere for her sage editorial advice on this manuscript, Kirsten Sampson-Snyder for her work in coordinating the review process, and Yvonne Wise for shepherding the manuscript through production.

This Consensus Study Report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.

We thank the following individuals for their review of this report: Roger Benjamin, Council for Aid to Education; Jacquelynne S. Eccles, School of Education, University of California, Irvine; Susan T. Fiske, Psychology and Public Affairs, Princeton University; Catherine Lord, Center for Autism

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
×

and the Developing Brain, Weill Cornell Medicine; Matthew J. Mayhew, College Impact Laboratory, College of Education and Human Ecology, The Ohio State University; James W. Pellegrino, Learning Sciences Research Institute, University of Illinois at Chicago; Ann Marie Ryan, Department of Psychology, Michigan State University; Paul R. Sackett, Department of Psychology, University of Minnesota; Xueli Wang, Educational Leadership and Policy Analysis, University of Wisconsin–Madison.

Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the report’s conclusions or recommendations, nor did they see the final draft of the report before its release. The review of this report was overseen by Susan J. Curry (National Academy of Medicine), University of Iowa, and Milton D. Hakel, Bowling Green State University (emeritus). Appointed by the National Academies, they were responsible for making certain that an independent examination of this report was carried out in accordance with the standards of the National Academies, and that all review comments were carefully considered. Responsibility for the final content rests entirely with the authoring committee and the National Academies.

Finally, we wish to thank the committee members for their extraordinary efforts. Their broad range of expertise related to educational measurement; assessment and accountability policy in higher education; educational psychology; persistence in higher education; and economics was critical to the ability to address the study charge successfully. The committee members freely contributed their time to accomplish the myriad tasks associated with assembling information and preparing this report. They actively assisted in all stages of the study, including planning the meetings and the workshop, as well as writing and rewriting multiple versions of this report. They gave generously of their time to ensure that the final product would accurately represent the committee’s consensus findings, conclusions, and recommendations. These efforts reflected the committee members’ commitment to improving student success in higher education.

Joan Herman, Chair
Margaret Hilton, Study Director
Committee on Assessing Intrapersonal and
Interpersonal Competencies

Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Page xiii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi: 10.17226/24697.
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The importance of higher education has never been clearer. Educational attainment—the number of years a person spends in school—strongly predicts adult earnings, as well as health and civic engagement. Yet relative to other developed nations, educational attainment in the United States is lagging, with young Americans who heretofore led the world in completing postsecondary degrees now falling behind their global peers. As part of a broader national college completion agenda aimed at increasing college graduation rates, higher education researchers and policy makers are exploring the role of intrapersonal and interpersonal competencies in supporting student success.

Supporting Students’ College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies identifies 8 intrapersonal competencies (competencies involving self-management and positive self-evaluation) that can be developed through interventions and appear to be related to persistence and success in undergraduate education. The report calls for further research on the importance of these competencies for college success, reviews current assessments of them and establishes priorities for the use of current assessments, and outlines promising new approaches for improved assessments.

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