Currently, two forms of assessment feedback are provided.įirst, an institutional report is generated which provides schools with aggregated data. The assessments are designed to be taken online. Because the Big Five is supported by a large volume of compelling meta-analytic data showing its utility for education, workforce, and life across a wide array of valued outcomes, and in many countries, and because other frameworks are based on isolated studies, have limited support, and/or appear to predict only specific, rather shallow outcomes,9 it is used as the organizing framework for the Tessera Social and Emotional Learning Assessment System.ġ Argyris & Schon, 19742 Kyllonen, Lipnevich, Burrus, & Roberts, 20143 Poropat, 20094 Hough & Oswald, 20085 Steel, Schmidt, & Shultz, 2008Ħ Ozer & Benet-Martinez, 2006 Roberts, Kuncel, Shiner, et al., 2007ħ Roberts, Walton, & Viechtbauer, 20068 Roberts, Martin, & Olaru, 20159 Kyllonen et al., 2014 Roberts et al., 2015Ģ | ACT® Tessera™ Social and Emotional Learning Assessment System Comprehensive Theory of Action Nearly all Social and Emotional Learning skills can be crosswalked to the Big Five personality factors.8 Table 1 on page 3 provides descriptions of the Big Five constructs and their corresponding Tessera Social and Emotional Learning Assessment System facets. Social and Emotional Learning skills are personal characteristics that are distinct from cognitive factors, or intelligence, and are commonly referred to as dispositions, psychosocial skills, personality, personal skills, and character traits.2 Social and Emotional Learning skills have been shown to be predictive of success in school,3 success at work,4 well-being,5 and several other important life outcomes.6 Furthermore, emerging research evidence suggests that these constructs are more amenable to change than previously thought.7 PRODUCT OVERVIEWThe Tessera Social and Emotional Learning Assessment System is being designed to assess the Social and Emotional Learning skills of students in Middle (grades 6–8) and High School (grades 9–12). The third component is a description of the empirical and logical foundation supporting these claims. Second, a graphical depiction of the theory of action1 is provided, which outlines the claims that we wish to make concerning the mechanisms by which the assessment can impact a number of valued societal outcomes. First, an overview of the product is provided. Our comprehensive theory of action has three components. INTRODUCTIONIn the interest of providing evidence that this product is built upon a solid foundation of scientific research and logic, we have developed a comprehensive theory of action for the ACT® Tessera™ Social and Emotional Learning Assessment System.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |