Choosing and Using SEL Competency Assessments:

What Schools and Districts Need to Know

measuring SEL and RAND

Additional Resources

Are You Ready to Assess Social and Emotional Development? [1] – American Institutes for Research, December 2015 (An updated version is due out in 2019)

Including a brief, decision-tree, and an index of available SEL assessment, this suite of tools was published in December of 2015 and was intended to help education leaders, practitioners, and policymakers decide whether and how to assess social and emotional development.

Compendium of Preschool Through Elementary School Social-Emotional Learning and Associated Assessment Measures [2] – CASEL, October 2010

Compendium that describes the tools to assess the social and emotional learning of preschool and elementary school students (i.e., five-to ten-year-olds), along with aspects of the contexts in which they learn and their learning behaviors.

CSI Resources [3] – CASEL, September 2018

This webpage provides links to numerous resources in the four key areas of state work related to SEL, divided into specific tasks. Included are many materials that other states can adapt for their own use.

Emerging Insights from States’ Efforts to Strengthen Social and Emotional Learning. [4] – CASEL, June 2018

Shares eight key insights from CASEL Collaborating States Initiative (CSI). Includes several valuable resources throughout, including linked resources for the 12 states that have established K-12 SEL competencies standards and the 17 states that have posted K-12 resources online.

ESSA, SEL, and Accountability [5] – CASEL, June 2018

The webinar takes a look at ESSA, SEL, and accountability issues through the lens of a new brief, Encouraging Social and Emotional Learning: Next Steps for States, from the Learning Policy Institute (LPI) CASEL.

Social-Emotional Learning Assessment Measures for Middle School Youth [6] – Social Development Research Group, University of Washington: Raikes Foundation, January 2011

Review to identify useable school-wide assessments that yield reliable scores with evidence of interpretations and uses for social and emotional well-being of youth and to help schools and districts identify tools that could be useful in determining the success of the programs created to improve student social and emotional well-being.

Footnotes:

[1] Moroney, & McGarrah, 2016
[2] Denham, Ji, & Hamre, 2010
[3] CASEL, 2018 32 Dusenbury & Weissberg, 2018
[4] Melnik, Harvey, Darling-Hammond, 2018
[5] Haggerty, Elgin, & Woolley, 2011