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Next Generation Noncognitive Assessment System

Teachers Want Social-Emotional Learning as the ESSA Accountability Factor

Posted by Jonathan E. Martin on Jan 25, 2017 12:47:50 PM

 
Snow doesn’t slow down Salt Lake City, and it certainly puts no damper on that school district’s commitment to social and emotional learning (SEL). Over the course of two snowy days last week, I visited several classrooms in a middle and high school, and met with a group of teachers who are teaching a fast-expanding course in social and emotional learning they are calling “Techniques for Tough Times” (TTT), coauthored by Leigh VandenAkker and Gayle Threet

The teachers with whom I met (all of whom are using the Tessera SEL assessment system developed by ProExam as part of their program) made a great impression on my colleagues and me. They are deeply committed to this program; one of them, a former school counselor, enrolled in a graduate program and earned his master’s degree in teaching solely for the purpose of earning the qualification necessary to teach this particular course. They were connected with their students, innovative in their methods and reflective about their practice.

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Topics: education, social and emotional learning, ESSA, SEL

Where Are We with ESSA’s Non-Academic Factors?

Posted by Jonathan E. Martin on Dec 2, 2016 5:19:11 PM

Most readers are probably familiar with the fascinating curve ball the 2015 Federal Elementary and Secondary Education Act, known as ESSA, has thrown into state-level mandated accountability indices. In addition to a set of “substantially weighted” academic indicators, states are to add to them “at least one additional indicator of school quality or student success beyond test scores.”

Although we are presently in a moment of political uncertainty with regards to the future of all federal policy and legislation, there is some reason to think ESSA will stand as is: it was passed, after all, in legislation by the Republican-controlled House and Senate before being signed by a Democratic President.

Let us first applaud the inclusion of this additional indicator, what the media is usually labeling (though not entirely accurately) the “Non-academic Indicator” (NAI) or “Non-academic Factor” (NAF) to the mix. This is great news: we know today more than ever before how important it is to broaden our gauges of educational effectiveness.

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Topics: noncognitive skills, education, K-12 Noncognitive Assessments, ESSA, non-academic indicators

Europe Needs More and Better Social and Emotional Learning Assessment Throughout Its Educational System

Posted by Jonathan E. Martin on Sep 20, 2016 12:56:07 PM


Europe needs more and better social and emotional learning (SEL) and SEL assessment throughout its educational system. This is the conclusion of a recent OECD report, “Skills for Social Progress: The Power of Social Emotional Skills.”

Elsewhere in this blog series we’ve laid out the demand for these measures in the U.S. context, but today we look globally and to Europe more particularly, against the backdrop of the upcoming E-ATP conference in Lisbon where our colleagues Dr. Rich Roberts and Simmy Ziv-el will be making presentations related to noncognitive assessments.

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Topics: education, character strengths, K-12 Noncognitive Assessments, ESSA, SEL, europe, measurement

New EdWeek Commentary: We Should Measure Students' Noncognitive Skills

Posted by Jonathan E. Martin on Aug 4, 2016 6:00:00 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: education, character strengths, K-12 Noncognitive Assessments, ESSA, SEL

The Whole Child Perspective on Social and Emotional Learning

Posted by Jonathan E. Martin on Apr 14, 2016 2:30:00 PM

The Whole Child. That’s been the core commitment of ASCD, a leading professional educators’ association, for almost a decade now. That continuing importance to ensuring we support students in their holistic growth was made loud and clear at the recent ASCD Annual Conference in Atlanta early this month.

ASCD leaders also made explicit the connection they see between their preferred term “Whole Child” and the rapidly rising attention being made to “SEL”—Social and Emotional Learning: they are effectively one and the same.

In two sessions, David Griffith, ASCD Senior Director of Public Policy, presented for the association on SEL program development, leadership, and measurement for accountability—and the implications of these presentations are profound.

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Topics: education, K-12 Noncognitive Assessments, ESSA, whole child

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