42.079 - Social and Emotional Learning Assessment: Bias, (dis)Agreement, and the Great Direct Assessment Versus Behavior Rating Scale Debate

Session Type: Symposium

Abstract

There is a need for psychometrically sound assessment tools to facilitate the implementation and evaluation of Social Emotional Learning (SEL) programs in schools. This symposium explores long-standing questions about SEL assessment. The first paper examines rater bias; the extent to which teacher characteristics account for variation in Social Emotional Competence scores generated through a behavior rating scale. The second paper explores convergence between youth self-report and adult informant ratings of Social Emotional Competence. The third paper compares scores generated through a direct assessment of Social Emotional Comprehension to scores generated through an indirect assessment of Social Emotional Competence. Together, these papers will stimulate thinking around an ongoing research and practice agenda for multi-rater and multi-modal assessment of SEL in schools.

Sub Unit

• SIG-Social and Emotional Learning

Chair

• Jeremy Jay Taylor, Collaborative for Academic, Social, and Emotional Learning

Papers

• Predictors of Rater Bias in the Assessment of Social Emotional Competence - Paul Augustine LeBuffe, Aperture Education; Valerie Shapiro, UC Berkeley; B. K. Elizabeth Kim, University of Southern California; Sarah Accomazzo, University of California - Berkeley; Joe N. Roscoe, University of California - Berkeley

• Exploring the Convergence Between Self- and Out-of-School-Time Staff Report of Social Emotional Competence Among Student Leaders - Jennifer Robitaille, Aperture Education; Valerie Shapiro, UC Berkeley; Sarah Accomazzo, University of California - Berkeley; Sophie Shang, University of California - Berkeley

• Comparing the Direct Assessment of Social-Emotional Comprehension to the Indirect Assessment of Social-Emotional Competence - Valerie Shapiro, UC Berkeley; Sarah Accomazzo, University of California - Berkeley; Nicole Russo-Ponsoran, Rush NeuroBehavioral Center; B. K. Elizabeth Kim, University of Southern California