Identifying Naturally Occurring Direct Assessments of Social-Emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata. (October 2019)

• Record Type: Journal Article
• Authors: Soland, James; Zamarro, Gema; Cheng, Albert; Hitt, Collin
• Is Part Of: Educational researcher. Volume 48:Number 7(2019)
• Page Start: 466
• Page End: 478
• Publication Date: 2019-10
• Subjects: accountability policy -- assessment -- attitude -- classroom practice -- educational policy -- metadata -- motivation -- performance assessment -- regression analyses -- social-emotional learning (SEL) -- validity/reliability; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Research -- Periodicals; Education -- Research -- Methodology -- Periodicals; 370.72
• DOI: 10.3102/0013189X19861356
• Languages: English
• ISSNs: 0013-189X

Abstract

Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to growing evidence that related constructs are strongly predictive of long-term academic achievement and attainment. However, the work of educators to support SEL is hampered by a lack of available, unbiased measures of related competencies. In this study we conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs. Implications of this new source of SEL data for practice, policy, and research are discussed.