Two framings of SEL for measurement: discrete skills versus broad competency¶

Theory · All theories
Evidence · 2 claims (2 for) · 2 studies (1 design, 1 theoretical), q1 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The brief organizes the measurement problem around two alternative conceptualizations of social-emotional learning. One framing treats SEL as "a set of discrete skills", which favors narrower, more targeted measurement; the other treats SEL as "a broader competency", which favors broader measurement instruments. The brief positions new research as providing insights into which framing better serves measurement purposes, making this a foundational axis for deciding what an SEL assessment should target.

Design Implications¶

Context¶

Requirements¶

• Researchers or assessment designers must decide which conceptualization of SEL their instrument targets before selecting or designing measures

Constraints¶

• The available text states the framings as a question under investigation rather than a resolved taxonomy

Target Learners¶

• K-12 students assessed for social-emotional learning

Target Learning Objectives¶

• Social-emotional learning measurement and interpretation

Claims¶

• Sel Measurement Narrow Skills Versus Broad Competency Tradeoff [+W]
• Balanced SEL frameworks cover intrapersonal, interpersonal, and cognitive competencies and mix skills, knowledge, and attitudes [+W]

Related Theories¶

Examples¶

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Key Sources¶

• 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/