Measuring SEL involves a tradeoff between measuring narrower discrete skills and measuring broader competencies¶

Claim · All claims
Evidence · 1 study · design r? · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? SEL measurement presents a tradeoff between capturing narrower discrete skills and capturing broader competencies, and new research can inform how this tradeoff is navigated. → Megan Kuhfeld 2019

Evidence¶

Megan Kuhfeld 2019¶

Megan Kuhfeld. (2019). Measuring social-emotional learning – the tradeoff between measuring narrower skills versus broad competencies. NWEA Research brief. https://www.nwea.org/research/publication/measuring-social-emotional-learning-the-tradeoff-between-measuring-narrower-skills-versus-broad-competencies/

q1 · i? · design · r?

The brief's own description poses the central measurement question: "a set of discrete skills or a broader competency". The full brief text reports new research addressing this tradeoff, but the underlying findings are not printed in the available text.

"Is social-emotional learning (SEL) a set of discrete skills or a broader competency? New research provides insights."

Discussion¶

Related Claims¶

• Educators' efforts to support SEL are hampered by a lack of available, unbiased measures of related competencies — related
• Balanced SEL frameworks cover intrapersonal, interpersonal, and cognitive competencies and mix skills, knowledge, and attitudes — related
• Using item response time metadata to measure students' social-emotional learning shows both promise and limitations — related
• Little is known about how much variance in SEL constructs is stable over time versus specific to a given time or context — related
• Integrating POG assessments into traditional standardized-test-centered accountability systems is complex, and lack of a standardized framework can produce inconsistent measurement across regions — related