Identifying Naturally-occurring Direct Assessments of Social-emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

26 Pages Posted: 18 Sep 2018

See all articles by James Soland

James Soland

NWEA

Gema Zamarro

University of Arkansas - Department of Education Reform; Center for Economic and Social Research (CESR)

Albert Cheng

Harvard University - Harvard Kennedy School (HKS); University of Arkansas - Department of Education Reform

Collin Hitt

University of Arkansas - Department of Education Reform

Date Written: September 2018

Abstract

Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to evidence that related constructs are strongly associated with 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 manuscript, we review a recent and growing body of literature suggesting that metadata captured when assessments are administered via computer can provide data on not only test engagement, but also SEL constructs. Implications of this new source of data for practice, policy, and research are discussed.

Keywords: Social-emotional learning; metadata; test disengagement; survey effort

JEL Classification: C80, C83, C91

Suggested Citation

Soland, James and Zamarro, Gema and Cheng, Albert and Hitt, Collin, Identifying Naturally-occurring Direct Assessments of Social-emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata (September 2018). EDRE Working Paper No. 2018-06. Available at SSRN: https://ssrn.com/abstract=3250800 or http://dx.doi.org/10.2139/ssrn.3250800

James Soland (Contact Author)

NWEA ( email )

121 NW Everett Street
Portland, OR 97209
United States

Gema Zamarro

University of Arkansas - Department of Education Reform ( email )

201 Graduate Education Building
Fayetteville, AR 72701
United States

Center for Economic and Social Research (CESR) ( email )

635 Downey Way
Los Angeles, CA 90089-3332
United States

HOME PAGE: http://works.bepress.com/gema_zamarro/

Albert Cheng

Harvard University - Harvard Kennedy School (HKS) ( email )

79 John F. Kennedy Street
Cambridge, MA 02138
United States

University of Arkansas - Department of Education Reform ( email )

201 Graduate Education Building
Fayetteville, AR 72701
United States

Collin Hitt

University of Arkansas - Department of Education Reform ( email )

201 Graduate Education Building
Fayetteville, AR 72701
United States

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