ERIC Number: EJ1215979
Record Type: Journal
Publication Date: 2019-May
Abstractor: As Provided
Linking Social and Emotional Learning Standards to the WCSD Social-Emotional Competency Assessment: A Rasch Approach
Crowder, Marisa K.; Gordon, Rachel A.; Brown, Randal D.; Davidson, Laura A.; Domitrovich, Celene E.
School Psychology, v34 n3 p281-295 May 2019
Growing interest in understanding the role of students' social-emotional competence for school success necessitates valid measures for large-scale use. We provide validity evidence for the 40-item Washoe County School District Social-Emotional Competency Assessment (WCSD-SECA), a student self-report measure that came from a researcher-practitioner partnership. The WCSD's social and emotional learning standards, which detail when and at what grade students are expected to express different competencies, contributed to hypotheses about the social-emotional competency levels targeted by the WCSD-SECA items. Across two survey years, Rasch analyses showed that the empirical item ordering aligned with the expected ordering to varying degrees, that items better targeted students at low to middle competency levels, and that some items showed differential item functioning across grades and gender/race-ethnicity. Future research can use similar methods to theorize and test how items array along latent competency dimensions in general and for particular subgroups. Especially when accomplished within a researcher-practitioner partnership, such efforts can mutually inform district social and emotional learning standards, helping document student progress in a locally and practically relevant way. By making the WCSD-SECA items freely available, we make it easy for researchers and practitioners to complete future refinements and adaptations.
Descriptors: Interpersonal Competence, Test Validity, Measurement Techniques, Social Development, Emotional Development, Academic Standards, School Districts, Instructional Program Divisions, Gender Differences, Race, Ethnicity, Academic Achievement, Evidence Based Practice, Self Management, Decision Making, Student Responsibility, Alignment (Education), Climate, Safety, Elementary School Students, Secondary School Students, Test Bias
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: firstname.lastname@example.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305H130012