Where to Place Demographic Items in a Social and Emotional Skills Assessment. ACT Research & Policy. Issue Brief
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| Title: | Where to Place Demographic Items in a Social and Emotional Skills Assessment. ACT Research & Policy. Issue Brief |
|---|---|
| Language: | English |
| Authors: | Walton, Kate E., Burrus, Jeremy, ACT, Inc. |
| Source: | ACT, Inc. 2020. |
| Availability: | ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2020 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Characteristics, Questionnaires, Emotional Development, Social Development, Stereotypes, Priming, Student Evaluation, College Entrance Examinations |
| Assessment and Survey Identifiers: | ACT Assessment |
| Abstract: | In this study, the authors examined whether placing demographic questions at the beginning of a survey impacts student responses to a social and emotional skills assessment. Participants were students who took the ACT® test on the national testing date in December 2019 and responded to an invitation to participate in research after completing the ACT. Results showed that priming individuals with race or gender had no effect on their social and emotional skill scores, and there was no indication that any stereotypes about their race or gender were activated. This was true regardless of a respondent's race or gender. Priming individuals with their academic performance had no effect on their social and emotional skill scores, and there was no indication that any related stereotypes were activated. Thus, the authors conclude that placing demographic questions at the start of a social and emotional skill assessment does not affect the nature of participant responses. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | ED610232 |
| Database: | ERIC |
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