Assessment of students’ non-cognitive skills in the learning of integers: Case study of UK teachers in secondary schools

抄録

The goal of this study is to develop an assessment framework for students' non-cognitive skills in mathematics. This paper explores what aspects UK teachers might use to assess students' interest， willingness， and attitude to learning mathematics. We devised a set of question items based on the big five personal traits and three aspects of attitude towards learning. 10 teachers from 2 secondary schools in the UK (ages 11-16) were asked to assess in total 128 students' non-cognitive skills by using the questionnaire with 60 items. Exploratory factor analysis and multiple regression analysis suggests that although the designed question items could not fully explain what aspects the UK teachers have been using to assess non-cognitive skills， perseverance and emotional stability and working cooperatively with others might be what teachers most value as non-cognitive aspects of learning.