Utilizing Quality Assessment to Enhance Social and Emotional Learning

• In Event: Adult Social and Emotional Learning and Reflection as Innovative Factors in Formative and Summative Assessment

Abstract

As more states and districts adopt social and emotional learning standards, school personnel will be challenged to find assessments that document that students are demonstrating these competencies. Ideally such assessments would also guide instruction at the classroom and individual student level. That is, they would serve both a formative and summative function.

This paper will describe how social and emotional assessment can serve both functions leading to improved outcomes for students and increased satisfaction for teachers. Quantitative data from a multi-year study in two elementary schools, as well as case study and qualitative data will be presented. Participants will learn new approaches that will enable them to deliver SEL instruction more intentionally and with better outcomes.

Authors

• Paul Augustine LeBuffe, Devereux Center for Resilient Children

• Valerie Shapiro, University of California - Berkeley