Title page
Contents
Acknowledgments 4
Abstract 5
Acronyms 6
1. Introduction 9
2. Expanding beyond indirect assessment 10
2.1. Comparison between Self-reports and Direct measurements 10
2.2. Situational judgement tests 12
3. Review of direct assessment tools and innovative approaches 14
3.1. Review methodology 15
3.2. Criteria for review 16
4. Behaviour-based assessment tools 19
4.1. Tasks 24
4.2. Mixed batteries 43
4.3. Digital games 45
5. New technological approaches for assessment 53
5.1. Biophysiological measures 53
5.2. Virtual reality and augmented reality 59
5.3. Artificial intelligence applications 61
5.4. Digital footprints and behavioural measures from videogames 64
6. Review discussion 65
6.1. What different benefits tasks and games have to offer? 65
6.2. The (limited) potential of transversal technological approaches to assess SES 68
7. Conclusion 69
References 71
Annex A: Search terms for SES 86
Annex B: Full list of identified behavioural assessment tools 87
Table 4.1. List of assessment tools per skill 21
Table 6.1. Comparisons of strengths and challenges for tasks and digital games 66
Table 6.2. Strengths and challenges of transversal technological approaches 69
Figure 4.1. The OECD framework and supplementary skills reviewed 25
Figure 4.2. Emotional Stroop Task 27
Figure 4.3. Image representing an Extrinsic Affective Simon Task 38
Figure 4.4. Screenshot from CREA 41
Figure 4.5. Screenshots from Physics Playground (Creativity) 48
Figure 4.6. Screenshot from Circuit Runner 49
Figure 4.7. Screenshots from Questions Worlds 50
Figure 4.8. Screenshot from VESIP 52
Boxes
Box 1.1. Definition of social and emotional skills, as defined by the OECD 9
Annex Tables
Annex Table 1. OECD SES Domains, key individual SES and their equivalent search terms 86