SEL Assessment

SEL Assessment 2018-03-07T09:50:56+00:00

The state of SEL measurement is new and constantly evolving, but the field continues to build upon encouraging information about the validity and reliability of existing SEL measures.

TransformEd and many of our partners are committed to staying at the forefront of SEL assessment and helping schools access cutting-edge tools.

We are leading an assessment work group in partnership with CASEL, the CORE Districts, Harvard University, the RAND Corporation, and others. Through this work group, we are seeking to learn more about existing SEL measures, and will be launching an assessment guide in the Summer of 2018 to help practitioners select measures of social and emotional competence. The working group is also running an annual design challenge that identifies and celebrates innovative methods of assessment that are emerging right now in order to catalyze the next generation of social-emotional skill assessment. There is much work to be done with respect to SEL assessment, but we’re on a productive path of learning and discovery.

We will continue to update this page to reflect our latest learning on SEL-related assessments.

TransformEd has curated existing survey-based scales – freely available below – that were developed and validated by other researchers for our district partners to use.

Student Self-Report Surveys, which ask students to reflect on and assess their own social-emotional competencies, have been piloted and scaled in schools, most notably as part of the CORE Districts’ data measurement system in California. While ongoing research is needed to better understand issues of bias in self-reporting, analysis by Policy Analysis for California Education (PACE) on the first full year of implementation (2014-2015) had positive indications: the CORE District’s survey-based SEL measures demonstrated promising evidence of validity and reliability of social-emotional competencies for the purpose of informing school improvement efforts.

Our Goal: Continuous Improvement. While we do believe that the evidence is strong enough to support policy decisions by State Education Agencies (SEAs) and Local Education Agencies (LEAs) to pilot some of the measures for the purpose of driving continuous improvement, TransformEd does not recommend that SEL become a part of formal accountability frameworks. Findings do not yet address how any of these measures would perform in a “high-stakes” accountability setting, especially as they relate to the potential for gaming, reference bias, and social desirability bias, which could undermine the information provided by the measures. And, while the measures used by the CORE Districts were found to be valid and reliable across subgroups, it is imperative that any assessment continue to demonstrate validity and reliability for all students.

For a deeper explanation of our approach to survey-based measurement, see:

We’re continually learning: Though we have encouraging data about the validity and reliability of these measures, we acknowledge that validation is an ongoing process. We will continue to work with our school partners and research partners to collect, assess, and publish further data on the validity of these measures for various purposes.

Benchmark data: In order to effectively interpret data from social-emotional measures, it’s useful to have benchmark data to better understand how students are responding to items across schools. We are currently working with our research partners to explore a way to provide such data. For more information, please contact us at 617.453.9750.

Below are four sample SEL survey scales covering the following competencies: self-management, self-efficacy, growth mindset, and social-awareness. Each scale consists of 5-9 items with a 5-point answer scale. The entire survey (with all four scales) typically takes students 15-20 minutes to complete. The scales are intended to be administered to students in grades 5-12.

To inquire about how TransformEd can assist your school, district, or state in identifying, field testing, and employing measures of students’ MESH competencies, please contact us at 617.453.9750 or [email protected]

In this section, please think about your learning in general.

Please indicate how true each of the following statements is for you:

  • My intelligence is something that I can’t change very much.
  • Challenging myself won’t make me any smarter.
  • There are some things I am not capable of learning.
  • If I am not naturally smart in a subject, I will never do well in it.

(Not At All True, A Little True, Somewhat True, Mostly True, Completely True)

Download the Growth Mindset Scale
Click here for more information on Growth Mindset

Citation: Farrington et al. (2013) Becoming Effective Learners Survey Development Project, Chicago Consortium for School Research

How confident are you about the following at school?

  • I can earn an A in my classes.
  • I can do well on all my tests, even when they’re difficult.
  • I can master the hardest topics in my classes.
  • I can meet all the learning goals my teachers set.

(Not At All Confident, A Little Confident, Somewhat Confident, Mostly Confident, Completely Confident)

Download the Self-Efficacy Scale
Click here for more information on Self-Efficacy

Citation: Adapted from Farrington et al. (2014) Becoming Effective Learners Survey Development Project, Chicago Consortium for School Research

We’d like to learn more about your behavior, experiences, and attitudes related to school.

Please answer how often you did the following during the past 30 days. During the past 30 days…

  • I came to class prepared.
  • I remembered and followed directions.
  • I got my work done right away instead of waiting until the last minute.
  • I paid attention, even when there were distractions.
  • I worked independently with focus.
  • I stayed calm even when others bothered or criticized me.
  • I allowed others to speak without interruption.
  • I was polite to adults and peers.
  • I kept my temper in check.

(Almost Never, Once in a While, Sometimes, Often, Almost All the Time)

Download the Self-Management Scale
Click here for more information on Self-Management

Citation: Adapted from Patrick & Duckworth (2013, May) Empirical support for a tripartite taxonomy of character in adolescents.
Poster presented at the 25th annual convention of the Association for Psychological Science

In this section, please help us better understand your thoughts and actions when you are with other people.

Please answer how often you did the following during the past 30 days. During the past 30 days…

  • How carefully did you listen to other people’s points of view? (Not Carefully At All, Slightly Carefully, Somewhat Carefully, Quite Carefully, Extremely Carefully)
  • How much did you care about other people’s feelings? (Did Not Care At All, Cared A Little Bit, Cared Somewhat, Cared Quite A Bit, Cared A Tremendous Amount)
  • How often did you compliment others’ accomplishments? (Almost Never, Once In A While, Sometimes, Often, Almost All The Time)
  • How well did you get along with students who are different from you? (Did Not Get Along At All, Got Along A Little Bit, Got Along Somewhat, Got Along Pretty Well, Got Along Extremely Well)
  • How clearly were you able to describe your feelings? (Not At All Clearly, Slightly Clearly, Somewhat Clearly, Quite Clearly, Extremely Clearly)
    When others disagreed with you, how respectful were you of their views? (Not At All Respectful, Slightly Respectful, Somewhat Respectful, Quite Respectful,
  • Extremely Respectful)
  • To what extent were you able to stand up for yourself without putting others down? (Not At All, A Little Bit, Somewhat, Quite A Bit, A Tremendous Amount)
  • To what extent were you able to disagree with others without starting an argument? (Not At All, A Little Bit, Somewhat, Quite A Bit, A Tremendous Amount)
Download the Social Awareness Scale
Click here for more information on Social Awareness

Citation: Adapted from AIR and CASEL (2013) Student self-report of social and emotional competencies.

Download PDF of All Scales

Performance-based measures enable students to demonstrate a particular skill in the classroom or a virtual environment in real time.

Though they have not yet been deployed at the same scale as survey-based measures, we do have some promising findings on the validity and reliability of performance-based measures. These assessments rely less on subjective interpretations by teachers than survey-based assessments, and so research suggests that they may be more effective than surveys at tracking small changes in behavior over time.

Below are examples of these promising, evidence-based measures.