Identifying Naturally-occurring Direct Assessments of Social-emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata

Authors

James Soland, NWEA
Gema Zamarro, University of Arkansas, FayettevilleFollow
Albert Cheng, Harvard UniversityFollow
Colin Hitt, University of Arkansas, FayettevilleFollow

Document Type

Article

Publication Date

9-18-2018

Keywords

Social-emotional learning, metadata, test disengagement, survey effort

Abstract

Social-emotional learning (SEL) is gaining increasing attention in education policy and practice due to evidence that related constructs are strongly associated with 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 manuscript, we review a recent and growing body of literature suggesting that metadata captured when assessments are administered via computer can provide data on not only test engagement, but also SEL constructs. Implications of this new source of data for practice, policy, and research are discussed.

Series Title

EDRE Working Paper

Series Number

2018-06

Citation

Soland, J., Zamarro, G., Cheng, A., & Hitt, C. (2018). Identifying Naturally-occurring Direct Assessments of Social-emotional Competencies: The Promise and Limitations of Survey and Assessment Disengagement Metadata. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/65