Does the SEL assessment provide credible evidence for your intended uses?

Measures might be developed for screening, formative, interim, and/or summative purposes, and this intent should be specified by the assessment developer and align with local plans for using the data. For example,

• If teachers will use the information to guide instruction, then use a formative assessment measure that provides classroom-level data to guide those instructional decisions.
• If a school plans to use an assessment in an improvement process, then use an interim or summative measure that provides school-level data to assess progress and determine how to move forward.

Identify score(s) provided (e.g. overall score, subscores, performance levels) and items/tasks used to generate each score.

Clearly state recommendations and limitations for reporting and interpreting those scores.

Determine if scores provided will guide intended uses or assist in reaching conclusions about students’ achievement of SEL competencies. 

Ensure that local plans for reporting and interpreting assessment results follow developer's recommendations and limitations. 

Be alert to possible misinterpretation of scores and take steps to minimize inappropriate interpretation and use.

Do not interpret assessment results for purposes unless recommended by the developer with the support of evidence.  Examples include:

• Most SEL competency assessments are appropriate for assessing students' strengths and do not have enough evidence to support using the assessment for screening or diagnosing mental health issues.
• If the assessment reports multiple scores, do not aggregate those into a single score unless the developer provides evidence that doing so is appropriate. 
• If the assessment reports a single composite score, do not disaggregate the score unless the developer provides evidence that doing so is appropriate. 
• If the assessment will guide instruction or practice, reported scores should provide enough specificity to inform these intended uses such as by providing subscores on specific domains or competencies.
• If an assessment will determine whether SEL has occurred, an SEL program is effective, or whether SEL learning goals are met, reported scores could be more general.

Holistic and analytical scoring are typical for many performance assessments. 

• For holistic scoring, results are a single, holistic judgement about a students' SEL. 
• In analytical scoring, decisions result in judgements about one or more SEL competencies. Analytical scoring potentially can provide more information about strengths and weaknesses but requires evidence that those scores are able to differentiate between different SEL competencies.

If scores provided by the assessment will not guide intended uses or inform conclusions at the local level, find another assessment.

Do not attempt to combine or calculate scores from an assessment without proper psychometric evidence.

If assessment developer's recommendations and cautions for reporting or interpreting SEL assessment results do not align with local plans for reporting and interpretation, find another assessment that aligns with local plans.

Assessments should find a way to document that respondents are answering items/tasks using the processes and behaviors the developer intended. For example, 

• Interviewing respondents about their response choices as they complete items.
• Collecting feedback from raters about the factors they considered when assigning their ratings.

Consider reliability evidence for each score to be reported understanding that aggregating scores at a class, group, grade, or school level will be more reliable than scores for individual students.  

If validity evidence appears to support assessment at the individual student level, a measure of internal consistency will indicate the extent to which a respondent responds similarly across items.

Internal reliability typically takes the form of a coefficient alpha.

• Coefficient alpha ranges between 0 and 1 with a value closer to 1 indicating better consistency (reliability).
• The stakes of an intended use is a basis for determining the degree of reliability required, with higher reliability needed when stakes are higher.
• A minimum threshold for reliability is .80. Reliability slightly below .80 is undesirable but may not be problematic.  Reliability significantly below .80 is problematic for interpretation and use. 

NOTE: Sufficient reliability evidence is not enough to support the use of scores to make consequential decisions about individual students, such as for diagnosis or program placement.

If the internal reliability of any score reported is below .80, even slightly use caution when interpreting and using those scores for decisions about individual students.

If the internal reliability of any score is not reported or considerably below .80, do not report, interpret, and/or use any scores/subscores that do not meet this minimum or find an assessment where all scores reported are sufficiently reliable.

If an assessment provides evidence that supports reporting individual scores, also report confidence intervals to capture the true potential range of the students' performance. 

Confidence intervals are particularly important when comparing two different scores. For example,

• Comparing an individual student’s score against a criterion score such as proficiency level or norms.
• Comparing changes in an individual's score over time.
• Comparing the scores of two different individuals. 

If standard error of measurement and/or confidence intervals or bands are not available,

• contact the developer for this information,
• use caution when determining students' strengths and needs, and/or
• double check with other information about students' SEL competencies to see if the two sources agree.

Typically, cross sectional and longitudinal studies provide evidence that the scores of an assessment given at two different points in time would reflect a change in SEL if such a change did occur.

• For example, comparing SEL skills at the beginning and end of the school year after students completed the SEL program.

Evidence of how sensitive an assessment is to change could involve a field testing study.  

• For example, students who received instruction or maybe even higher quality instruction would score significantly higher on the assessment than students who did not.

If using the results of an SEL assessment to report separate results for different groups of students, it is important to ensure that relevant groups of student experience the assessed SEL competencies similarly. 

• For example, if reporting results separately for different racial/ethnic groups then the competencies measured should be culturally relevant for students in the local student population. 

If group difference are reported, do so cautiously and only after thorough review.

If there is insufficient rationale or evidence different groups of students conceptualize define, and experience SEL competencies similarly, 

• ask individuals from representative groups to review the relevance of SEL competencies assessed, or
• do not report and compare results for different groups of students.

Provide evidence that assessment score(s) are equally valid, reliable, and fair for different groups of students.

If not, clearly caution against the reporting of assessment scores for groups of students separately.

Because of potential issues with relevance of SEL assessments for different groups of students (e.g. cultural, gender, age), if schools have an interest in comparing or reporting separately the results for different groups of students the school should: 

• Justify the use of those results for solving a specific problem of practice rather than just using it to report how different groups perform.
• Ensure validity, reliability, and fairness study samples include students from different groups that will be compared or results reported separately.
• Preferably, require validity, reliability, and fairness study results are report separately for different groups of students.