Christopher J. Anthony , Stephen N. Elliott , James C. DiPerna , Pui-Wa Lei
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This model features a unified evidence framework with three facets based upon a targeted expansion and integration of Kane’s (2010) notion of procedural and substantive fairness and the <em>Standards for Educational and Psychological Testing</em> (<span>AERA, APA, & NCME, 2014</span>). This framework is embedded within an evaluation process that grounds consideration of fairness in specific proposed interpretations and uses. We then provide an example application of this model to illustrate it utility with a published measure of social emotional competence, the SSIS SEL Brief Scales (<span>Elliott et al., 2020</span>). We conclude with implications for social emotional assessment developers, educators, and administrators working to ensure fair assessment of all students. Fairness is a human quality taught in many K-12 SEL programs. Fairness also is an expected quality of tests and assessments. Ironically, few authors of assessments report evidence to support the fairness of their scores for specific uses. Thus, we developed the Comprehensive Appraisal of Fairness Evidence (CAFE) Model to advance consideration of the fairness of SEL assessment scores for all students. This model consists of three types of evidence: Procedural, Contextual, and Consequential. Examples of evidence illustrate the use of this new integrative model that supports a key goal of child SEL assessment development and use – to be fair!</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"To be fair: Development and illustration of the Comprehensive Appraisal of Fairness Evidence (CAFE) model to advance SEL assessment practices\",\"authors\":\"Christopher J. Anthony , Stephen N. Elliott , James C. 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This model features a unified evidence framework with three facets based upon a targeted expansion and integration of Kane’s (2010) notion of procedural and substantive fairness and the <em>Standards for Educational and Psychological Testing</em> (<span>AERA, APA, & NCME, 2014</span>). This framework is embedded within an evaluation process that grounds consideration of fairness in specific proposed interpretations and uses. We then provide an example application of this model to illustrate it utility with a published measure of social emotional competence, the SSIS SEL Brief Scales (<span>Elliott et al., 2020</span>). We conclude with implications for social emotional assessment developers, educators, and administrators working to ensure fair assessment of all students. Fairness is a human quality taught in many K-12 SEL programs. Fairness also is an expected quality of tests and assessments. Ironically, few authors of assessments report evidence to support the fairness of their scores for specific uses. Thus, we developed the Comprehensive Appraisal of Fairness Evidence (CAFE) Model to advance consideration of the fairness of SEL assessment scores for all students. This model consists of three types of evidence: Procedural, Contextual, and Consequential. Examples of evidence illustrate the use of this new integrative model that supports a key goal of child SEL assessment development and use – to be fair!</p></div>\",\"PeriodicalId\":101165,\"journal\":{\"name\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social and Emotional Learning: Research, Practice, and Policy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2773233923000062\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social and Emotional Learning: Research, Practice, and Policy","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2773233923000062","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
随着SEL项目的普及,对学生社会和情感能力的校本通用评估的使用越来越多(学术、社会和情感学习合作组织,2020)。同样,社会情绪评估的发展在技术上也越来越成熟。然而,它们的使用和解释的一个基本方面——公平——仍然相对未经审查。造成这种情况的一个潜在原因是缺乏一个综合框架,为公平评估分数所需的证据类型提供指导。为了满足对公平证据的需求,我们提出了一种新的模型——公平证据综合评价(CAFE)。该模型基于Kane(2010)关于程序和实质公平的概念以及教育和心理测试标准(AERA、APA和NCME,2014)的有针对性的扩展和整合,具有三个方面的统一证据框架。这一框架包含在一个评估过程中,该评估过程为在具体的拟议解释和使用中考虑公平性奠定了基础。然后,我们提供了该模型的一个示例应用,以通过已发表的社会情感能力衡量标准SSIS SEL Brief Scales(Elliott et al.,2020)来说明其效用。最后,我们对社会情绪评估的开发人员、教育工作者和管理人员进行了总结,以确保对所有学生进行公平评估。公平是许多K-12 SEL课程中教授的一种人的素质。公平也是测试和评估的预期质量。具有讽刺意味的是,很少有评估作者报告证据来支持他们的分数在特定用途上的公平性。因此,我们开发了公平性证据综合评估(CAFE)模型,以进一步考虑所有学生的SEL评估分数的公平性。该模型由三种类型的证据组成:程序性证据、上下文证据和后果性证据。证据示例说明了这种新的综合模型的使用,该模型支持儿童SEL评估开发和使用的关键目标——公平地说!
To be fair: Development and illustration of the Comprehensive Appraisal of Fairness Evidence (CAFE) model to advance SEL assessment practices
The use of school-based universal assessment of students’ social and emotional competencies is increasing with the popularity of SEL programs (Collaborative for the Academic, Social, and Emotional Learning, 2020). Likewise, the development of social emotional assessments has increased in technical sophistication. Yet, a fundamental aspect of their use and interpretation – fairness – has remained relatively unexamined. One potential reason for this situation is the lack of an integrative framework that provides guidance regarding the types of evidence necessary for fair assessment scores. To address this need for fairness evidence, we propose a new model - the Comprehensive Appraisal of Fairness Evidence (CAFE). This model features a unified evidence framework with three facets based upon a targeted expansion and integration of Kane’s (2010) notion of procedural and substantive fairness and the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). This framework is embedded within an evaluation process that grounds consideration of fairness in specific proposed interpretations and uses. We then provide an example application of this model to illustrate it utility with a published measure of social emotional competence, the SSIS SEL Brief Scales (Elliott et al., 2020). We conclude with implications for social emotional assessment developers, educators, and administrators working to ensure fair assessment of all students. Fairness is a human quality taught in many K-12 SEL programs. Fairness also is an expected quality of tests and assessments. Ironically, few authors of assessments report evidence to support the fairness of their scores for specific uses. Thus, we developed the Comprehensive Appraisal of Fairness Evidence (CAFE) Model to advance consideration of the fairness of SEL assessment scores for all students. This model consists of three types of evidence: Procedural, Contextual, and Consequential. Examples of evidence illustrate the use of this new integrative model that supports a key goal of child SEL assessment development and use – to be fair!