твердые факты про мягкие способности
Оригинал взят у golos_dobra в твердые факты про мягкие способности
Рекомендую
http://www.amazon.com/Myth-Achievement-Tests-Character-American/dp/022610009X
The Myth of Achievement Tests: The GED and the Role of Character in American Life
Книжку можно не покупать, хотя лучше купить, авторы хорошо знают фортран,
по крайней мере один из них точно,
но кто беден тоже может приобщиться - все главное изложено в презентации тут
http://harris.uchicago.edu/sites/default/files/Jim%20Heckman.pdf
Hard Evidence on Soft Skills
Uncritical reliance on tests as measures of the outcomes of schools and social programs is a dangerous policy
Uncritical reliance on tests as measures of the outcomes of schools and social programs is a dangerous policy
Uncritical reliance on tests as measures of the outcomes of schools and social programs is a dangerous policy
Investment most productive in early years for IQ and fluid intelligence.
Investment relatively more productive in middle years of childhood for fostering personality.
Associated with the slowly developing pre‐frontal cortex.
Focus on cognitive test scores deceives us.
Soft skills matter.
They can be shaped, even into the adolescent and young adult years.
The Big Five Domains
IQ becomes rank stable by the early teenage years
IQ becomes rank stable by the early teenage years
IQ becomes rank stable by the early teenage years
Conclusions
The GED program conceals and creates major social problems.
Schools now focus only on math and reading.
Policies focusing on promoting test scores,
tuition and college application polices,
and the like miss a basic point about what matters for success and how to foster it.
http://www.brookings.edu/~/media/events/2015/06/17-soft-skills-workforce-success/0617_transcript_soft-skills.pdf
if you look at IQ, IQ explains very little of earnings, maybe 7%.
If you ask people who aren’t in this room, people who are less informed about these things they’re shocked.
Many people think IQ is 50% of variability. It’s not.
Even the test school, and I’ll call AFQT, the test scorers, explaining about 17% of earnings. Grade point average is actually explaining more than IQ.
But what’s also important to note is that a lot is not explained.
There’s a lot of variability that’s not captured by any of the measures,
including all the measures you put up, Rebecca, earlier today…
We got rid of even physics and music from schools because, you know,
we wanted to get these test scores out there, and we just stripped away everything that was valid about education, useful.
The thing that Horace Mann was talking about, I mean, it’s commonsense, but I think what’s going to happen when we look back on the 1960 era to roughly this era here we’re going to say for about 40 or 50 years American society, and probably world society, got caught up in the throes of cognitive psychology and thought everything could be boiled down to a test and then everything 50 years later, as we improve and escape this trauma, was we understood a much broader notion of human skill and what the purpose of education was about.
Я даже на русский переводить не буду, во избежание дурной привычки многих русскоязычных
бросаться сходу глупостями в комментариях, считая свои собственные внутренние мыслительные процессы хоть в чем-то
соразмерным многолетней деятельности нобелевских лауреатов по 80 часов напряженной мысли в неделю.
Что особенно усугубляется к тому же повышенным процентом аутистов мехмат профиля среди обитателей интервебов,
всерьез считающих свое уродство достоинством.
Понятно тебе, Ребекка? Не все измеряется гауссом, Ребекка, не все измеряется числом цитирований,
и прочими карго-метриками.
Не все, Ребекка.
Коэффициент твоей регрессии, Ребекка, если и отличен от чистого шума,
то только потому, Ребекка, что ты инструмент неправильно взяла, Ребекка.
Рекомендую
http://www.amazon.com/Myth-Achievement-Tests-Character-American/dp/022610009X
The Myth of Achievement Tests: The GED and the Role of Character in American Life
Книжку можно не покупать, хотя лучше купить, авторы хорошо знают фортран,
по крайней мере один из них точно,
но кто беден тоже может приобщиться - все главное изложено в презентации тут
http://harris.uchicago.edu/sites/default/files/Jim%20Heckman.pdf
Hard Evidence on Soft Skills
Uncritical reliance on tests as measures of the outcomes of schools and social programs is a dangerous policy
Uncritical reliance on tests as measures of the outcomes of schools and social programs is a dangerous policy
Uncritical reliance on tests as measures of the outcomes of schools and social programs is a dangerous policy
Investment most productive in early years for IQ and fluid intelligence.
Investment relatively more productive in middle years of childhood for fostering personality.
Associated with the slowly developing pre‐frontal cortex.
Focus on cognitive test scores deceives us.
Soft skills matter.
They can be shaped, even into the adolescent and young adult years.
The Big Five Domains
IQ becomes rank stable by the early teenage years
IQ becomes rank stable by the early teenage years
IQ becomes rank stable by the early teenage years
Conclusions
The GED program conceals and creates major social problems.
Schools now focus only on math and reading.
Policies focusing on promoting test scores,
tuition and college application polices,
and the like miss a basic point about what matters for success and how to foster it.
http://www.brookings.edu/~/media/events/2015/06/17-soft-skills-workforce-success/0617_transcript_soft-skills.pdf
if you look at IQ, IQ explains very little of earnings, maybe 7%.
If you ask people who aren’t in this room, people who are less informed about these things they’re shocked.
Many people think IQ is 50% of variability. It’s not.
Even the test school, and I’ll call AFQT, the test scorers, explaining about 17% of earnings. Grade point average is actually explaining more than IQ.
But what’s also important to note is that a lot is not explained.
There’s a lot of variability that’s not captured by any of the measures,
including all the measures you put up, Rebecca, earlier today…
We got rid of even physics and music from schools because, you know,
we wanted to get these test scores out there, and we just stripped away everything that was valid about education, useful.
The thing that Horace Mann was talking about, I mean, it’s commonsense, but I think what’s going to happen when we look back on the 1960 era to roughly this era here we’re going to say for about 40 or 50 years American society, and probably world society, got caught up in the throes of cognitive psychology and thought everything could be boiled down to a test and then everything 50 years later, as we improve and escape this trauma, was we understood a much broader notion of human skill and what the purpose of education was about.
Я даже на русский переводить не буду, во избежание дурной привычки многих русскоязычных
бросаться сходу глупостями в комментариях, считая свои собственные внутренние мыслительные процессы хоть в чем-то
соразмерным многолетней деятельности нобелевских лауреатов по 80 часов напряженной мысли в неделю.
Что особенно усугубляется к тому же повышенным процентом аутистов мехмат профиля среди обитателей интервебов,
всерьез считающих свое уродство достоинством.
Понятно тебе, Ребекка? Не все измеряется гауссом, Ребекка, не все измеряется числом цитирований,
и прочими карго-метриками.
Не все, Ребекка.
Коэффициент твоей регрессии, Ребекка, если и отличен от чистого шума,
то только потому, Ребекка, что ты инструмент неправильно взяла, Ребекка.