Students' self-assessments of social well-being and work habits provide valuable information about their development¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students' own assessments of their social well-being and work habits provide valuable information about their development. → Can Student Surveys About Social-Emotional Development and School Climate Reveal Which High Schools Best Support Social-Emotional Development? 2019
Evidence¶
Can Student Surveys About Social-Emotional Development and School Climate Reveal Which High Schools Best Support Social-Emotional Development? 2019¶
Can Student Surveys About Social-Emotional Development and School Climate Reveal Which High Schools Best Support Social-Emotional Development? (2019). Education Next. https://www.educationnext.org
q2 · i? · associational · r?
The study's analysis of Chicago Public Schools annual student survey results supports using student self-report measures; the authors state these assessments "provide valuable information about their development." No effect size is printed.
"Results show that students' own assessments of their social well-being and work habits provide valuable information about their development."
Discussion¶
Related Claims¶
- Contingent scaffolding improves learning more than fixed or absent support. — the general claim this finding bears on, with the studies behind it
- The ePortfolio social pedagogy ecosystem appears to be an effective way for students to integrate deeper learning and document developing information literacy competencies as self-assessment — related
- Using item response time metadata to measure students' social-emotional learning shows both promise and limitations — related
- Response times have been used extensively for achievement estimation but little work links test metadata to social-emotional constructs — related
- The Artifact captures learning experiences within and beyond the classroom, revealing learning habits and mindsets relevant to action-based pedagogy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
student-self-assessments-valuable-development-information |
title |
Students' self-assessments of social well-being and work habits provide valuable information about their development |
description |
Students' self-assessments of social well-being and work habits provide valuable information about their development |
status |
review |
evidence_strength |
weak |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — can-student-surveys-about-social-emotional-development-and-school-climate-reveal-which-high-schools-best-support-social-emotional-development-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.