TY - JOUR
T1 - Development and Validation of the UiL-Scales for Measurement of Development in Life Skills—A Test Battery of Non-Cognitive Skills for Danish School Children
AU - Makransky, Guido
AU - Wandall, Jakob
AU - Madsen, Simon Ryberg
AU - Hood, Michelle
AU - Creed, Peter
PY - 2020/6/6
Y1 - 2020/6/6
N2 - Abundant research has pointed to the importance of non-cognitive skills for success in life. This paper describes the development and validation of the “UiL”, designed to measure 19 non-cognitive skills that have been identified as being important for school children in Denmark. First, we describe the development of the scales, and then report a preliminary validation with 1560 students from Grades 4–9. Second, we present a validation of the final UiL, which was revised and re-administered to the same sample of students. The final validation sample consisted of 1373 students (48.6% boys, ages 9–16 years). Results from the Confirmatory Factor Analysis indicated that the UiL had acceptable discriminant and convergent validity. The results from a RASCH partial credit analysis indicated that four of the 19 had excellent fit, with other scales needing nuanced interpretation because of some item misfit, local dependence, multidimensionality, and DIF by grade.
AB - Abundant research has pointed to the importance of non-cognitive skills for success in life. This paper describes the development and validation of the “UiL”, designed to measure 19 non-cognitive skills that have been identified as being important for school children in Denmark. First, we describe the development of the scales, and then report a preliminary validation with 1560 students from Grades 4–9. Second, we present a validation of the final UiL, which was revised and re-administered to the same sample of students. The final validation sample consisted of 1373 students (48.6% boys, ages 9–16 years). Results from the Confirmatory Factor Analysis indicated that the UiL had acceptable discriminant and convergent validity. The results from a RASCH partial credit analysis indicated that four of the 19 had excellent fit, with other scales needing nuanced interpretation because of some item misfit, local dependence, multidimensionality, and DIF by grade.
KW - Faculty of Social Sciences
KW - Non-cognitive skills
KW - validation
KW - partial credit model
KW - confirmatory factor analysis
U2 - 10.1080/00313831.2019.1595716
DO - 10.1080/00313831.2019.1595716
M3 - Journal article
SN - 0031-3831
SP - 1
EP - 16
JO - Scandinavian Journal of Educational Research
JF - Scandinavian Journal of Educational Research
ER -