Towards a collaborative approach to measuring Social-Emotional Learning in the arts

Abstract

This article reviews the field of research and practice for arts social-emotional learning (SEL) assessment. We propose areas and types of research that are needed and share the University of Wisconsin-Madison Community Arts Collaboratory as a model of mixed methodological approaches and results for developing and implementing assessments of arts SEL outcomes. The Collaboratory includes four different programs and curricula in creative writing/drama, dance, drumming, and visual arts. In light of the recent growth in SEL as valued school-based instructional goals, this article has implications for school administrators and educators as they seek to identify and analyze student-derived arts SEL data, and for policy makers who need researched-based support for allocating more resources to the arts as powerful sources of SEL data about teaching and learning.

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

“…Thus, the feedback can fit in with humanistic teaching principles while it is continuous and focuses on encouraging student development through emphasizing collaboration in the feedback process (Friedman & MaCdonald, 2006;Zuhri et al, 2019). In addition, combining empathy in the feedback process as this study's participants described, is a competence of SEL as well (Anthony et al, 2020;Ferreira et al, 2020;Hart et al, 2020;Lashley & Halverson, 2021). The combination of feedback that espouses humanistic qualities and SEL was mentioned by the students.…”

“…the possibility of filming and attaching a video clip directly to the BC by pressing a single button, 2. recording a comment and/or an auditory explanation, and 3. a built-in automatic voice detector that recognizes several languages, converts the voice to a text. The BC's features enable collaboration and peer learning (Anthony et al, 2020;Gimbert et al, 2021;Lashley & Halverson, 2021). An additional feature is that the BC enables continuous assessment throughout the academic term, as opposed to a singular, onetime assessment, such as a summative assignment.…”

“…The BC content is open to all viewers in the course; they can observe it, examine, and assess it. Thus, the BC enables collaboration and peer learning as well (Anthony et al, 2020;Gimbert et al, 2021;Lashley & Halverson, 2021). In addition, the features of the BC enable continuous evaluation by receiving personal, detailed feedback via audio or video recording by the lecturer.…”

Development of Alternative Thinking Strategy Curriculum Design to Improve Academic, Social and Emotional Competence

“…Previous research examining alternative thinking strategies provides an explanation of these components. Several studies regarding the implementation of this alternative thinking strategy curriculum only present descriptive data, for example, the relationship between variability in implementation and the impact of treatment, but some of these findings cannot be generalised (Cheung et al, 2022;Ching et al, 2019;Lashley & Halverson, 2020). Previous research examined the relationship between implementation consistency and implementation outcomes.…”

“…Curriculum that promotes alternative thinking strategies is one that is generally implemented in elementary and middle schools. This implementation is carried out to direct students' attitudes and behaviour in a better direction while also being able to improve students' academic competence (Hadianto et al, 2021b;Lashley & Halverson, 2020). This curriculum was designed by teachers to promote several aspects, namely emotional awareness, the ability to control oneself, solving problems, establishing positive relationships with friends, and the ability to understand lesson material (Byrne & Prendergast, 2020;Menzi Çetin & Akkoyunlu, 2020).…”