Catalyzing Future Directions of Social and Emotional Learning Assessment. Summary Report

Autor/inn/en	Cipriano, Christina; Taylor, Jeremy J.; Weissberg, Roger; Blyth, Dale; McKown, Clark
Institution	Collaborative for Academic, Social, and Emotional Learning (CASEL)
Titel	Catalyzing Future Directions of Social and Emotional Learning Assessment. Summary Report
Quelle	(2020), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Competence; Evaluation Methods; Cultural Relevance; Developmentally Appropriate Practices; Student Evaluation; Evidence; Data Use; Educational Policy; Educational Practices; Standards; Formative Evaluation; Summative Evaluation; Meetings + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Kompetenz; Entwicklungsbezogene Bildung; Schulnote; Studentische Bewertung; Evidenz; Politics of education; Bildungspolitik; Bildungspraxis; Standard; Meeting; Tagung
Abstract	Early in 2019, the National Commission Report, "From a Nation at Risk to a Nation at Hope," highlighted the urgency for new paradigms of research to practice partnerships, engaging all stakeholders in contributing to the understanding and use of data to drive social, emotional, and academic learning. Additionally, the National Commission called for the explicit teaching of social, emotional, and cognitive skills. Rigorously evaluating SEL programming with assessments that are both ecologically and psychometrically valid is a pivotal pathway to these ends. When done well, assessments can empower teacher autonomous and authentic instruction, student voice, and the continuous improvement of school culture. Simultaneously, advancing assessment methodologies also promotes the sustainability of effective SEL practices throughout the school community. Assessments that accurately capture the impact of SEL for students, their teachers, parents, and the school community can drive systemic and sustainable change and have an enduring impact on both policy and practice. In October 2019, 63 stakeholders reflecting the national social and emotional learning (SEL) assessment field participated in a full-day work session to build on the vision articulated by the Assessment Work Group's "State of the Field Report" (Assessment Work Group, 2019) and National Commission Report by generating ideas and forging partnerships to launch the most essential next phases of work related to SEL assessment. Through carefully facilitated discourse, five essential next phases of work were identified. This report shares the process and findings from the day and concludes with a plan for advancing the essential next steps as a collective through the development and sharing of introductory SEL assessment learning modules. [For "From a Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, & Academic Development," see ED606337. For "Student Social and Emotional Competence Assessment: The Current State of The Field and a Vision for Its Future," see ED607094.] (ERIC).
Anmerkungen	Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01