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The non-cognitive questionnaire is a series of questions that applicants to various colleges must complete in order to judge their capacity to fit in. Self-esteem, long-term objectives, realistic self-appraisal, leadership, non-traditional learning, and a strong support community are some of the non-cognitive characteristics (Kafka, 2016). This exam was developed in response to difficulties such as grade inflation, which discredits grades as a test of intellect, particularly when selecting pupils to attend a higher education institution. NCQs, as opposed to standardized examinations, concentrate on more generalized human traits. However, this test is subject to bias in the sense that it is restrictive based on non-cognitive factors such as one’s upbringing, environment, and certainly, non-immutable characteristics such as race.
Terence Tracey and William Sedlacek (1982) conducted a survey to determine the validity of the non-cognitive tests as a tool for measuring one’s ability to succeed academically. They were able to associate these answers with a similar kind of thinking, as based on non-objective matters.
The use of NCQs favors particular demographics over others, ensuring that the university is a place that maintains status quo based on the supremacy of certain individuals over those of the weak (Boham, 1997). However, as much as it may favor people coming from certain kinds of background, it is a fact that non-cognitive tests are essential and help to determine how close people could succeed as a team player rather than an individual. This may be true, but no person deserves to be selected or rejected based on the calculations of qualitative instruments obtained based on industrial. Every individual deserves an equal opportunity to pursue their dreams with constant encouragement.
Boham, R. V. (1997). The Non-Cognitive Questionnaire: An instrument to discriminate between successful and unsuccessful EOP students. Bozeman, Montana: Momtana State University.
Kafka, T. (2016). A List of Non-Cognitive Assessment Instruments. CCRC.
Tracey, T. J., & Sedlacek, W. E. (1982). Non-cognitive variables in predicting academic success by race. Annual meeting of the American Educational Research Associatiion (pp. 1-25). New York: ERIC.
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