Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

Abstract

Educational practitioners have been increasingly interested in the use of formative assessment and rubrics to develop social-emotional skills in children and adolescents. Although social-emotional rubrics are nowadays commonly used, a thorough evaluation of their psychometric properties has not been conducted. In this scoping review, we examine the knowns and unknowns of the use of formative assessment approaches and rubrics in social-emotional learning. We first review initiatives of formative assessment and development of rubrics to assess social-emotional skills. Then, we discuss challenges associated with the development and use of rubrics to evaluate social-emotional skills in youth focusing on 1) assessment of single skills versus assessment of a comprehensive taxonomy of skills; 2) developing rubrics’ performance level descriptions that accurately describe increasing mastery of skills; 3) obtaining adequate internal consistency and discriminant validity evidence; 4) self-reports versus observer reports of skills; and finally 5) how to account for adolescents’ development in the construction of rubrics. This review outlines a research agenda for the psychometric study of rubrics to be used in social-emotional skill assessment.

Placing Identity at the Center of Assessing Interprofessional Learning: Development of the Rubric InterProfessional Identity Development (RIPID)

“…Although current research praises the bene ts this combination may bring, there may be a risk of inhibiting divergent thinking when learners overanalyze exemplars instead of re ecting on their own experiences (Panadero et al, 2022;. Furthermore, the rubric has three quality levels in contrast to the recommended four to six levels, even though this is not exceptional for multidimensional constructs (Pancorbo et al, 2021;Nkhoma et al, 2020;Jönsson and Panadero, 2017). Nonetheless, both aspects warrant more research but also emphasize the importance of adequately training learners in using rubrics and exemplars.…”

“…Nonetheless, the 'measurement paradigm' still dominates health profession education through an emphasis on assessment of learning (AoL), which follows an objectivist and summative approach by psychometrically assessing learning outcomes (Peeters and Sexton, 2020;Nieminen et al, 2023). Correspondingly, assessment practices have mostly focused on the outcomes of learning for which knowledge and skills are typically assessed by means of a test or nal project (Hayes et al, 2018;Pancorbo et al, 2021). In contrast, the emergence of the 'postpsychometric' phase of assessment is associated with a growing awareness and accountability of faculty in providing transparency in assessment and in using tools to gather information about learners' progression to scaffold learning and re ection (Nishizuka, 2022;Panadero et al, 2018).…”

“…Compared to other tools, such as rating scales and checklists, rubrics provide detailed information for each performance indicator, which reduces cognitive load and ensures that judgments can be made in a reliable and transparent way (Brookhart, 2018;Virk et al, 2020;Shabani and Panahi, 2020;Krebs et al, 2022). Although traditionally used for summative assessment, the true value of rubrics lies in their formative potential, which has been corroborated by an increasing evidence base showing improved learning performance, creativity, self-e cacy and self-regulation (Pancorbo et al, 2021;Virk et al, 2020;Morton et al, 2021;Panadero and Jonsson, 2020). Hence, introducing rubrics in the design of CLE may cultivate IPI development and promote behavioral change by engaging learners in making meaning out of their contextualized learning experiences through self-assessment, re ection and collaboration with faculty and peers (P. Kilgour et al, 2020;Gasaymeh, 2011).…”

Social–emotional skills of teachers: Mapping the content space and defining taxonomy requirements

“…For instance, this tool may help the individual teacher to identify strengths and developmental needs, but also provide feedback on how to increase one's SEMS mastery. Due to various assessment challenges (Duckworth and Yeager, 2015;Greiff and Kyllonen, 2016;Abrahams et al, 2019), such a tool will preferably use a 360-degree multi-informant approach including self-ratings and multiple observer-ratings (e.g., students, supervisors, directors, see Pancorbo and De Fruyt, 2021). Additionally, due to their sensitivity for response styles, such as acquiescence (Primi et al, 2021), faking, and bandwidth-fidelity problems (Cronbach and Gleser, 1965) additional methods of assessment, beyond the traditional self-report questionnaires using Likert ratings, should be considered (see Abrahams et al, 2019, for more detail), such as for example situational judgment formats.…”

การพัฒนาชุดกิจกรรมการเล่านิทานร่วมกับการใช้ละครสร้างสรรค์เพื่อส่งเสริมทักษะการสร้างสัมพันธภาพของนักเรียนระดับประถมศึกษาตอนต้น

“…Students' overall mean of the post-test scores on the relationship skills after using the activity package was statistically significantly higher than pre-test at the .05 level of significance and when considered separately by the components of relationship skills, it was found that all of them were higher mean at the .05 level of significance, except the components of teamwork that was higher mean but not significance. (Anderson, 2013;Crosby, 2011;Pancorbo Valdivia et al, 2021)…”