The University of British Columbia (UBC), with the support of the Edith Lando Charitable Foundation, has created a “Social & Emotional Learning Resource Finder,” a searchable collection of SEL resources for educators and adults who work with students. Within this site, there is a curated selection of SEL assessment resources (the link to this sub-collection is found in the upper right hand corner of this page). Resources included in this sub-collection provide guidance to educators and adults to evaluate the success of their efforts to foster SEL in students.
This paper reviews the current literature on measuring and fostering non-cognitive skills. Non-cognitive skills in this paper refer to personal attributes not thought to be measured by IQ or achievement tests (p.13). The term can be used interchangeably with social and emotional learning. The paper is organized by the following topics related to non-cognitive skills: definitions and measures; evidence on the predictive power of non-cognitive skills; analysis of the skills needed in the workforce; and a review of evidence about the efficacy of education, parental investment, and interventions in improving non-cognitive skills from preschool, elementary school, and adolescence. The paper concludes that non-cognitive skills have strong effects on educational attainment and important life outcomes beyond schooling.
This document, from the Kauffman Early Education Exchange, provides an in-depth look at the research, practice, and policy in social and emotional learning that can best prepare young children and their families for school success. The document contains six fully commissioned papers that highlight the link between social-emotional development in young children and later cognitive development. The papers are organized into three categories: views from research, views from the field, and implications for policy and practice.
From the website: “This compendium, published by the University of Illinois-Chicago and CASEL, describes the tools to assess the social and emotional learning of preschool and elementary school students (i.e., five- to ten-year-olds), along with aspects of the contexts in which they learn and their learning behaviors.” The authors also state that these assessment measures are intended for researchers and those in the applied research community who may find them useful in their work with groups of children. The assessments included in this resource are organized into three sections: context, core SEL competencies, and academic-related SEL competencies.
This resource provides states and districts with tools for checking and responding to levels of CCRS implementation and implementation-support occurring at schools and districts. These tools include:
School-Level Indicators of Implementation
Model School-Level Indicators of Implementation Survey
Local Education Agency (LEA) Feedback Survey
From the introduction: “I begin… by describing the current educational status of the nation’s ELLs and immigrant students. I go on to describe the ways in which their skills have been denigrated, and I consider a number of ways in which linguistic and cultural diversity and immigrant experiences might be reframed as valuable resources for deeper learning. I conclude with recommendations for federal and state policymaking in this area.”