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Special Issue of Journal of Applied Developmental Psychology Showcases Social-Emotional Assessment in Educational Practice

April 18, 2018 Engage

by: Clark McKown, Rush University Medical Center and Jeremy Taylor, CASEL The March 2018 special issue of Journal of Applied Developmental Psychology on social-emotional skill assessment to guide educational practice. The special issue, co-edited by Assessment Work Group (AWG) steering committee members Clark McKown and Jeremy Taylor, includes 10 articles describing innovative methods of assessing children’s social-emotional learning, and innovative ways to use assessment data to guide educational practice. They conceived of this special issue as an opportunity to bring attention to promising strategies for assessing SEL and to the many ways SEL assessments can and increasingly are being used to advance educational practice. The special issue articles describe SEL assessments that are in use in the field now…

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Practitioners Sought for New Opportunity

April 2, 2018 Engage

Practitioners Sought for New Opportunity National Practitioners Advisory Group on Using Data to Inspire SEL Practice Apply HERE by April 25th, 2018 Deadline We are looking for 20 practice leaders — educational practitioners from many different levels — who want to use their experience and wisdom to help improve the way data is used to inspire SEL practice and improve the social and emotional learning of children and youth. We hope you can help us find just such people for the new National Practitioners Advisory Group on Using Data to Inspire SEL Practice (NPAG) to be launched this summer. The NPAG is being formed to engage practice leaders and more fully ground the work and products of a national…

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Practitioner Voices in this year’s Assessment Design Challenge

March 21, 2018 Engage

by Clark McKown, xSEL Labs This week, the Assessment Work Group launched a competition for direct assessments of student social and emotional learning. Direct assessments, such as naturalistic technology-enhanced simulations, performance tasks, game-based data, and live structured social simulations, are a promising approach to measuring students’ social and emotional skills. They are well-suited to measuring dimensions of social and emotional learning that are not easily observed, such as the thinking skills required to understand what people are thinking and feeling. Yet there are few direct assessments on the market and many have not yet been used at scale in educational settings. The 2nd Annual Design Challenge is re-imagined from the first Design Challenge, using lessons learned and a…

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Frameworks, Frameworks Everywhere — What are Practitioners to Do?

January 3, 2018 Engage

By: Dale Blyth and Teresa Borowski As SEL has both gained credibility and popularity the number of different SEL-related frameworks has grown and the use of the same words to mean different things as well as using different words for the same thing has become problematic. The Assessment Work Group (AWG) responsible for Measuring SEL and others in the field recognize the problems this can create in practice – Which framework does one choose? Which competencies does one seek to build in young people? How do you rally around a common language when each department or program or service uses a different framework? To tackle these issues the AWG established a Frameworks Subgroup co-chaired by Roger Weissberg and Stephanie…

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The Voice of Practitioners Matters Most – Help Us Listen

October 4, 2017 Engage

By: Dale A. Blyth, Consultant and Deborah Moroney, American Institutes for Research Practitioner voice has not been elevated adequately in the conversation about SEL assessment. Why is this so? The world of assessment, SEL and otherwise, comes mostly from academics, measure developers, and users in research, (or recovering applied academics like ourselves) but assessments are used (and rightly challenged) by practitioners. Who are we talking about here? The people working daily with children and youth: Educators, out-of-school time professionals, student support specialists, and educational leaders in schools, districts and programs. As the Assessment Work Group (AWG) seeks to move forward on our three goals of 1) understanding the value of different frameworks, 2) developing a practical guide to assessment, and 3)…

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Special Issue of Journal of Applied Developmental Psychology Showcases Social-Emotional Assessment in Educational Practice

Practitioners Sought for New Opportunity

Practitioner Voices in this year’s Assessment Design Challenge

Frameworks, Frameworks Everywhere — What are Practitioners to Do?

The Voice of Practitioners Matters Most – Help Us Listen

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