TransformEd is committed to advancing knowledge of and access to cutting-edge tools in and approaches to student SEL assessment.
The Assessment Work Group
TransformEd is a partner in a multidisciplinary collaborative of leading education researchers and practitioners known as the Assessment Work Group, focused on identifying key advancements in student SEL assessment. Managed by CASEL, this group includes leaders from Transforming Education as well as the RAND Corporation, Harvard University, the California CORE Districts, xSEL Labs, and several universities, nonprofit organizations, and school districts across the country.
The online SEL Assessment Guide offers advice to districts and schools on how to choose and use student SEL competency assessments, provides a curated catalog of 23 assessments currently used in practice, and features real-world examples of how practitioners are using SEL competency assessments. Users can search by SEL competency, grade level, and/or assessment type. The goal of the guide is to help educators determine which SEL competency assessments are right for them.
An accompanying Practitioner Guidance Report supports educators in choosing and, ultimately, using SEL competency assessments.
Measurement Properties of Student Surveys
TransformEd is proud to release our working paper, Measurement Properties of Student Social-Emotional Competency and School Culture-Climate Surveys in the NewSchools Invent Cohort. This is the first study to examine the measurement properties of a set of curated scales measuring students’ perceptions of their social-emotional competencies and of their school’s culture and climate.
In this study, we, along with our partners NewSchools Venture Fund and EdAnalytics, explore the extent to which the items in the surveys provide consistent and new information about the underlying constructs being assessed, the extent to which the items are interpreted comparably across student subgroups, and the extent to which the scales measure unique underlying constructs.
Our preliminary results suggest that the social-emotional and culture-climate surveys are suitable for practitioners to use to inform specific classroom strategies or instructional practices. Recognizing, however, that validation is an ongoing process in which multiple sources of evidence should be brought to bear, we will continue to explore these surveys using qualitative and quantitative analyses based on additional years of data.