Journal article

Identifying naturally occurring direct assessments of social-emotional competencies: The promise and limitations of survey and assessment disengagement metadata


By: James Soland, Gema Zamarro, Albert Cheng, Collin Hitt


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.

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