SEL Field Notes | May 31SEL Field Notes
This newsletter is curated by the American Institutes for Research and CASEL for the MeasuringSEL Collaborator Network and aims to keep you engaged with news, research, and resources relevant to measurement and data in the field of social and emotional learning.
Please let us know what you are reading, doing and seeing in the field that’s worth sharing. Tell us about it here!
Measurement in Practice
EdSurge: How are educators broadening their definitions of evidence?
Joe Romano’s architecture and design students at the Annie Wright Schools in Tacoma, Wash., were engaged in a project to design and build tiny houses for Seattle’s homeless population. He hoped the project would create a shared culture of learning among students at the recently-opened all-boys high school. Romano was able to use reflection and feedback mechanisms to develop and evaluate students’ collaboration skills. But other goals for the project, such as community engagement and empathy, were more difficult to measure.
PBS: New SAT score aims to account for student hardship
The College Board has for several years been testing an “adversity index” designed to place students’ SAT scores in the context of their socioeconomic advantages or disadvantages. The system has been used by about 50 colleges and universities. On Thursday, the College Board said it would be expanded to about 150 colleges later this year and be made available to all colleges in 2020.
Research and Deep Dives
Education Week: Can artificial intelligence predict student engagement? Researchers investigate
Imagine if artificial intelligence—the same machine learning Netflix uses to suggest new movies to customers based on past favorites—could show teachers that students are more engaged first thing in the morning, and then suggest relevant classroom management adjustments for different times of the day. That’s what researchers at the University of Montreal will be investigating. But that type of work brings with it a host of questions.
Hechinger Report: Can ‘playful assessments’ tell us whether maker education works?
The kids worked at tables surrounded by craft supplies, 3-D printers and woodworking tools in the maker space of Corte Madera School, a public school for grades 4 to 8 nestled in the San Mateo County hills. Backers of project-based learning, and its hands-on relative, maker education, would argue that activities like these not only deepen understanding of academic content but also bolster creativity, persistence, problem-solving and related skills that are critical for success in a rapidly changing world. But assessing these skills has been a weak link in these efforts