The Establishing Practical Social-Emotional Competence Assessments of Preschool to High School Students project was created to advance progress toward establishing practical SEL assessments that are scientifically sound, feasible to use, and actionable as a key priority for the field. The project’s work group is a multidisciplinary collaborative of leading researchers and practitioners in the fields of PreK-12 education, assessment, social and emotional learning (SEL), and related fields. As part of this three-year effort, members of the work group will work in partnership to make key advancements in student SEL assessment.
This effort is managed and staffed by CASEL, in close partnership with collaborators from the RAND Corporation, Harvard University Taxonomy Project, California’s CORE Districts, Transforming Education, xSEL Labs, and several universities, non-profit organizations, and school districts across the country.
There are a variety of ways to assess student SE competence. The work group will focus on the need to continually improve assessment approaches and recommend how educators can make the best use of data. Establishing practical SE assessments that are scientifically sound, feasible to use, and actionable is a key priority for the field. However, many challenges must be addressed to encourage progress. The work group has identified four main goal areas that will guide its activities:
Frameworks are a critical foundation for SEL assessment and improvement efforts. We’re preparing a series of briefs on SEL frameworks to explore similarities, differences, and potential alignments among the SEL-related frameworks. Join the network to access the briefs.
The growing number of assessments available requires educators to thoughtfully choose the appropriate measure. Our Assessment Guide (in development) will highlight uses, share perspectives, and help educators select and effectively use those currently available.
Our annual design challenge seeks to foster the next generation of SEL assessment, assessments that directly measure students’ social-emotional competencies and also help generate a set of design principles to guide future SEL assessment.
Check out the newly launched website at measuringsel.casel.org
Steering Committee Members
Sara Bartolino Krachman
University of Minnesota
CASEL Project Director
CASEL Principal Investigator
University of Minnesota
Yale Center for Emotional
Learning Policy Institute
University of Pennsylvania
Pennsylvania State University
American Institutes for Research
University of Illinois at Chicago
Work Group Members
Fresno Unified School District
George Mason University
University of Chicago
Washoe County School District
University of Michigan
Educational Testing Service
Minneapolis Public Schools
Stanford Center for Assessment,
Learning, and Equity
Oakland Unified School District