By Clark McKown and Noah Bookman Earlier this year, the Assessment Work Group created an assessment design challenge to identify direct assessment tools to supplement districts’ current emphasis on teacher and student surveys that measure SEL competencies. Direct assessments include all forms of assessment in which social and emotional learning is measured from a child’s performance on a challenging task. This includes but is not limited to naturalistic technology-enhanced simulations, performance tasks, game-based data, and live structured social simulations. Direct assessment is distinct from other forms of assessment, such as observations, student self-report, or teacher or parent ratings of students’ skills. To stimulate work to design direct assessments that complement, build upon, and extend the existing measurement […]
APA Awards Programs for Schools that Support Social-Emotional Learning By Patrick Kyllonen The American Psychological Association (APA) sponsors a couple of awards programs that recognize schools that promote social and emotional skills. APA’s Board of Educational Affairs (BEA) sponsors the Golden Psi program http://www.apa.org/about/awards/bea-golden-psi.aspx which gives an annual $1000 award to schools “that apply psychological science to promote student academic and social-emotional growth and success.” Awardees are recognized with a trophy, a press release in local media, in the Monitor on Psychology, on APA’s website, and at the Annual APA convention. The deadline is November 1, 2017. (For further information please contact Maha Khalid, firstname.lastname@example.org) The “Top 20” Badges Program awards virtual badges to PreK-12 schools that use evidence-based strategies to […]
In the Spring of 2017 Measuring SEL launched the Social-Emotional Competence Assessment Design Challenge. The purpose of the challenge was to learn from innovative methods of assessing social-emotional skills, with the ultimate goal being to construct and refine a set of key design principles that should guide the development of novel social-emotional assessments that support effective instruction and positive student development. This hour-long webinar will showcase four of the winning measures of the Design Challenge. The four awardees will discuss their work, including what social-emotional competencies they assess and how. The webinar will be Friday, Sept. 29 | 1:00 – 2:00p.m. ET. REGISTER NOW – IT’S FREE! We hope you can join on September 29th, but even if you […]
I’ve never been to the Grand Canyon. But I know enough to understand that the distance between one rim and the other is vast and only traversed with monumental effort (or a helicopter).
The field of school-based social-emotional learning has its own Grand Canyon. On the one side: assessment data; on the other: teacher practices. Between them: a vast distance not easily spanned…
Read More Data Use in Practice
By Hanna Melnick, Learning Policy Institute It’s an old adage that “what gets measured, matters,” or “what gets reported, gets supported.” Under No Child Left Behind, math and reading tests were what mattered – and as a result, many schools have had a laser focus on the 3Rs, at the expense of social and emotional learning (SEL). What we know about the science of learning and development indicates that this approach is not just wrong-headed, but could actually undermine students’ academic achievement. For students to learn academically, schools must also support their social and emotional development. Luckily, the tide might be turning: A new federal law, the Every Student Succeeds Act (ESSA), requires that states include at least one measure […]