ProExam Blog

How One Charter Title I School Strategized SEL for Their Students

Posted by Jonathan E. Martin on May 9, 2017 5:48:46 PM

PeeDee Math, Science, and Technology Academy (PDMSTA) describes itself as a school that “implements a strategic educational program that teaches students through an innovative curriculum.”

When PDMSTA Director Keith Bailey recognized that the best strategy to strengthen student behavior, respect and responsibility was by doubling down on their social and emotional learning curriculum, he made the difficult but important decision to allocate his very limited personnel budget to this priority, staffing out a new Director of SEL position, occupied now by an experienced outdoor and experiential educator, Aimee Cox-King.

Then, at the ASCD Annual Conference, Keith set out to find an assessment system for his SEL initiatives. He was targeting a system that could inform their school-wide priorities, provide valid and reliable information about their individual students, and deliver them resources for enhancing SEL instruction and programming. He found and selected ProExam Tessera as his complete solution to meet those needs.

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Topics: assessments, K-12 Noncognitive Assessments, social and emotional learning, SEL

Encompassing All Your SEL Needs: Tessera as a Complete System

Posted by Jonathan E. Martin on Feb 24, 2017 6:04:47 PM

Tessera is not just an assessment and measurement instrument.

Tessera (pronounced tes-er-uh) is, in our vision and increasingly in our execution, a noncognitive skills and social-emotional competencies development system. In a nutshell, it encompasses a full social and emotional learning (SEL) program.

The graphic above provides insight into what we are building here, and demonstrates how, in addition to being circular, the system can begin at different points. To navigate it, consider the compass—north, south, and west are all good points to start with Tessera.

Upon joining Tessera, you and your school/district/program immediately begin receiving no-cost coaching (or you can opt for more comprehensive fee-based consulting) to determine how best to implement the Tessera system, how to map the six Tessera SEL competencies to your site’s high priority outcomes, and how to communicate to your constituencies the purposes and plans for Tessera in the future. We also assist, both before and after administering the assessment instrument, in providing presentations to your board, parents, or funders; leading trainings and PD services for your faculty with our team of expert SEL instructors; advising your leadership team in planning and monitoring SEL initiatives; and much more. 

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Topics: assessments, K-12 Noncognitive Assessments, social and emotional learning, Tessera

New EdWeek Commentary: We Should Measure Students' Noncognitive Skills

Posted by Jonathan E. Martin on Aug 4, 2016 6:18:32 PM

Noncognitive skills are an ongoing hot topic in education, and for good reason—there is an extraordinary movement of renewed emphasis upon social and emotional learning (SEL), the kind of learning that research has well established is essential for all kids.

However, much is being missed in the national conversation about this subject. Researchers in university departments of psychology and educational assessment, as well as scientists at various measurement companies, have been industriously innovating, developing evidence-based systems by which we can effectively student character strengths and noncognitive skills. These new systems overcome the faking, subjectivity, and reference bias problems that plague “first generation” measurement methods.

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Topics: noncognitive skills, assessments, education, character strengths, ESSA, SEL, Tessera

Schools Really Can (and Should) Measure Noncognitive Skills

Posted by Jonathan E. Martin on Apr 6, 2016 12:30:00 PM

Schools Really Can (and Should) Measure Noncognitive Skills" by Jonathan E. Martin, Principal for JonathanEMartin Ed. Services, and Jeremy Burrus, PhD, Principal Research Scientist for ProExam's Center of Innovative Assessment, was originally published on Getting Smart

The headlines shout that it can’t be done. That there aren’t effective, evidence-based methods for measuring noncognitive skills.

Our response: Yes it can and yes there are.

A front page news article in The New York Times, Testing for Joy and Grit? Schools Nationwide Push to Measure Students’ Emotional Skills, prompted several swift follow-up pieces around the web.

It is excellent to see the effort and attention being dedicated to this subject. We now know that social and emotional skills–which overlap with what many call character strengths, and others label noncognitive attributes–are as or more important than intellectual ability and cognitive aptitude for student and adult success in school, college, careers and life.

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Topics: noncognitive skills, assessments, education, K-12 Noncognitive Assessments, measuring soft skills

The Demand is Clear: Next-generation Noncognitive Assessment is Needed Now

Posted by Jonathan E. Martin on Jan 15, 2016 10:25:34 AM

Social Emotional Learning and Noncognitive Character Strengths Matter…and How We Measure Them is the Key to Their Improvement

Perhaps the greatest consensus in K-12 learning today centers upon the critical importance of student social and emotional learning and the development of their noncognitive character strengths—their skills for success in school and life.

This is not news to teachers.  Ask a preschool assistant teacher or ask an AP Physics teacher and you’ll find resounding, even impassioned agreement: dependability, persistence, ambition, curiosity, and getting along with others matter as much, or very often much more, than cognitive ability.  Education leaders have similarly embraced this understanding, with ASCD making the “whole child” its signature slogan and state and district leaders shifting the emphasis of schooling to skills and life success.  

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Topics: noncognitive skills, assessments, education, K-12 Noncognitive Assessments