Use survey and assessment disengagement metadata as a new source of SEL data for practice, policy, and research¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends treating metadata from existing tests and surveys — particularly indicators of disengagement — as a source of SEL data that educators, policymakers, and researchers can use without administering new instruments. The abstract notes that "Implications of this new source of SEL data for practice, policy, and research are discussed," positioning disengagement metadata as a complement to conventional SEL measures. Because the metadata arise from assessments students already take, the strategy avoids the reactivity and burden of additional SEL surveying.

Design Implications¶

Context¶

Requirements¶

• Existing assessment or survey administration must generate behavioral metadata that can be captured and analyzed.

Constraints¶

• The article's title flags limitations of survey and assessment disengagement metadata, which the discussion section addresses.

Target Learners¶

• K-12 students taking interim assessments and surveys

Target Learning Goals¶

• Measuring and monitoring social-emotional competencies

Affordances¶

• Disengagement Metadata Sel Assessment Framework

Related Strategies¶

• Apply existing test metadata to understand students' social-emotional needs
• Evaluators should re-estimate IRT scores treating rapid guesses as missing and compare with unadjusted results

Examples¶

-

Key Sources¶

• James Soland, Gema Zamarro, Albert Cheng, Collin Hitt. (2019). Identifying naturally occurring direct assessments of social-emotional competencies: The promise and limitations of survey and assessment disengagement metadata. Educational Researcher 48 (7). https://journals.sagepub.com/home/edr