Assessment Of American K-12 Students’ Social Emotional Competence And Its Reflection

The rapid growth of social-emotional learning(SEL)in the United States in recent years has caused U.S.researchers to ponder: As the scale of social-emotional learning programs continues to grow,how can continuous improvement of SEL be promoted to ensure high-quality social-emotional learning practices? U.S.researchers believe that the role of assessment should be fully utilized,and that just as student academic assessments are used to support instruction in core subjects,student social-emotional competence assessment can also be used to further promote improvements in social-emotional learning curriculum and instruction.As a result,student social-emotional competence assessment has entered the vision of U.S.researchers.The study of student social-emotional competence assessment in the United States can remedy the problems of student social-emotional competence assessment in China,and to a certain extent,it can help to promote the development of social-emotional competence of students in China.Based on this,this study takes "social-emotional competence assessment of K-12 students in the United States" as the research object,organizes,summarizes the information related to social-emotional competence assessment of American students,and through textual analysis,we clarify the implementation of social-emotional competence development for K-12 students in the United States,and on this basis,we conduct an in-depth study on the basic elements,implementation process,specific application and guarantee mechanism of social-emotional competence assessment for K-12 students in the United States,and summarized the useful experiences and shortcomings of social-emotional competence assessment for K-12 students in the United States.This study finds that the useful experiences of social-emotional competence assessment of K-12 students in the United States include: creating a logical and well-thought-out action plan;multi-linked promotion of assessment development;attaching importance to teachers’ participation and practice;constructing a diversified assessment framework;paying close attention to students’ needs in assessment;and pointing assessment results to improvement functions;but at the same time,the following problems exist and need to be improved: available resources have not been integrated;teachers’ professional development the coverage is too small.Therefore,when independently carrying out the assessment of students’ social-emotional,China should pay attention to establish the concept of integration of teaching,learning and evaluation;establish a guarantee mechanism of complementary advantages;improve teachers’ relevant ability and literacy;build a scientific and diverse assessment framework;and emphasize data-based decision-making.