Measuring Students' Social-Emotional Learning among California's CORE Districts: An IRT Modeling Approach. Working Paper

Autor/inn/en	Meyer, Robert H.; Wang, Caroline; Rice, Andrew B.
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Measuring Students' Social-Emotional Learning among California's CORE Districts: An IRT Modeling Approach. Working Paper
Quelle	(2018), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Item Response Theory; Models; Elementary Secondary Education; Correlation; Scores; Test Bias; Measurement Techniques; Comparative Analysis; Outcomes of Education; School Districts; California; California (Fresno); California (Long Beach); California (Los Angeles); California (Oakland); California (Sacramento); California (San Francisco); California (Santa Ana) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Item-Response-Theorie; Analogiemodell; Korrelation; Testkritik; Messtechnik; Lernleistung; Schulerfolg; School district; Schulbezirk; Kalifornien
Abstract	With an increased appreciation of students' social-emotional skills among researchers and policy makers, many states and school districts are moving toward a systematic process to measure Social-Emotional Learning (SEL). In this study, we examine the measurement properties of California's CORE Districts' SEL survey administered to over 400,000 students in grades 3 to 12 during the 2015-16 school year. We conduct analyses through both classical test theory and item response theory frameworks, applying three different polytomous IRT models on both the full student sample and on separate samples from each grade. From these analyses, we summarize the psychometric properties of items at each grade level, compare items' functionality across grades, compare student outcomes from IRT models and the classical approach, make suggestions on approaches to modeling and scaling the SEL survey data, and identify items, by grade, that do not contribute positively to measurement of each outcome. Finally, we discuss policy implications in using SEL measures among educators, administrators, policy makers, and other stakeholders. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01