Social Emotional Learning (SEL)
Enjoy the collated resources in Social Emotional Learning (SEL). If you have suggestions, please submit suggestions using the form on the right.
Answers many questions and provides resources for assessment and evaluation.
- Results of student assessments are used by all stakeholders to make program, staffing, professional development, instructional, financial, and personal decisions. They are an important component of both the Collecting/Analyzing Student data step and the Ongoing Data Collection step in the Iowa Professional Development Model. Statewide and district-wide summative assessments are mandated by Iowa Code (Chapter 12) and used for district accreditation and federal reporting, as defined by the Every Student Succeeds Act (ESSA) legislation. Formative assessments are ongoing and are used to inform the instructional process and develop student learning goals.
Access: Assessment for Learning - PK-12: The Iowa Department of Education
Rick Stiggins leads this professional development in assessment for teachers and school leaders.
Access: Assessment Training Institute
Assessment of student mastery of content takes many forms. This page by Kathy Schrock includes support materials for assessments that work with the Common Core State Standards and rubrics for many different assessment products. It also contains some information on the creation of rubrics and assessment in general.
Access: Assessments and Rubrics
This is Jon Mueller's toolbox. He is the author of Assessing Critical Skills.
Access: Authentic Assessment Toolbox
Differentiating instruction doesn’t always depend on the face-to-face instructor. We can also merge it with assessment tools in powerful ways that help kids learn on the spot. Remember that you don’t have to take a grade on every assessment. You can assess students as they learn by using formative assessment, which is often a valuable addition to summative assessment that takes place at the conclusion of a unit.
Access: Beyond Red Ink: 7 Ways to Differentiate Instruction through Assessment
Learning takes place in students’ heads where it is invisible to others. This means that learning must be assessed through performance: what students can do with their learning. Assessing students’ performance can involve assessments that are formal or informal, high- or low-stakes, anonymous or public, individual or collective.
Access: Carnegie Mellon University - The Why's and How's of Assessment
This site has multiple resources for assessment - both formative and summative.
Access: Cybrary Man's Assessment Webpage
Ohio State's Professor Hollie Nyseth Brehm addresses the design of student assessments, including purpose, tools, and tips.
Look beyond high-stakes testing to learn about different ways of assessing the full range of student ability -- social, emotional, and academic achievement.
Access: Edutopia - Assessment
Barbara R. Blackburn provides four examples of increasing rigor in assessments.
Support every student’s learning recovery across academics, SEL, and behavior.
As educators learn more about the effects of the pandemic on learning, one thing is clear: students need consistent, high-quality interventions and support now.
To help district leaders determine the best course of action, Panorama has put together the Learning Recovery Resource Pack. Inside, you’ll find:
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Survey questions to ask students, teachers, and families to gather feedback about learning recovery needs
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Interventions designed to support students across academics, SEL, behavior, and attendance
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An editable form you can use to start collecting feedback from students
Whether you are a classroom teacher working directly with students, a member of a school-based team working to plan learning recovery interventions, or a district leader ensuring district-wide MTSS implementation, we hope these tools will be a powerful resource to help you holistically support every student.
Cornell University addresses the why and how for measuring student learning.
Access: Measuring Student Learning
- Check out these websites to help you create performance criteria in your classroom.
This consortium has developed next-generation assessments that are aligned to the Common Core State Standards.
Provides several structures for students to assess their own critical thinking as well as speaking, writing, listening, and reading.
Access: Structures for Student Self-Assessment: The Critical Thinking Foundation
The intention of this rubric is for it to be used to guide and assess the development or enhancement of assignments and projects that are used to demonstrate and acess student learning, while also providing some choice to students (to help encourage ownership of learning). By creating assignments that earn high scores on this rubric, you can provide opportunities for student to develop and master the skills that are increasingly necessary to excel in today's increasingly digital world, while demonstrating acquisition of the required outcomes in many different types of courses.
Access: 21st Century Assessment Rubric