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

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...

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Autores principales:	Gina Pancorbo, Ricardo Primi, Oliver P. John, Daniel Santos, Filip De Fruyt
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	rubrics social-emotional skills formative assessment scoping review challenges Education (General) L7-991
Acceso en línea:	https://doaj.org/article/b7ca7454e1cb426a8a0f176d72cd96d2
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spelling	oai:doaj.org-article:b7ca7454e1cb426a8a0f176d72cd96d22021-11-17T06:47:02ZFormative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns2504-284X10.3389/feduc.2021.687661https://doaj.org/article/b7ca7454e1cb426a8a0f176d72cd96d22021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.687661/fullhttps://doaj.org/toc/2504-284XEducational 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.Gina PancorboGina PancorboRicardo PrimiRicardo PrimiOliver P. JohnOliver P. JohnDaniel SantosDaniel SantosFilip De FruytFilip De FruytFrontiers Media S.A.articlerubricssocial-emotional skillsformative assessmentscoping reviewchallengesEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	rubrics social-emotional skills formative assessment scoping review challenges Education (General) L7-991
spellingShingle	rubrics social-emotional skills formative assessment scoping review challenges Education (General) L7-991 Gina Pancorbo Gina Pancorbo Ricardo Primi Ricardo Primi Oliver P. John Oliver P. John Daniel Santos Daniel Santos Filip De Fruyt Filip De Fruyt Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns
description	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.
format	article
author	Gina Pancorbo Gina Pancorbo Ricardo Primi Ricardo Primi Oliver P. John Oliver P. John Daniel Santos Daniel Santos Filip De Fruyt Filip De Fruyt
author_facet	Gina Pancorbo Gina Pancorbo Ricardo Primi Ricardo Primi Oliver P. John Oliver P. John Daniel Santos Daniel Santos Filip De Fruyt Filip De Fruyt
author_sort	Gina Pancorbo
title	Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns
title_short	Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns
title_full	Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns
title_fullStr	Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns
title_full_unstemmed	Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns
title_sort	formative assessment of social-emotional skills using rubrics: a review of knowns and unknowns
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/b7ca7454e1cb426a8a0f176d72cd96d2
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Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

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