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Development and psychometric properties of rubrics for assessing social-emotional skills in youth

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Abstract
Despite the increasing attention to social-emotional skills' development, few attempts have been made to develop rubrics to formatively assess these skills in classrooms and evaluate their psychometric properties. This research aimed to develop rubrics for the social-emotional skill domains of Self-management and Openmindedness and assess their psychometric properties using Item Response Theory modeling. Two samples of students (Pilot study: N = 947 middle-school students; 54 % female; mean age = 13.8 years; Main study: N = 7404 middle-school students; 48 % female; mean age = 13.0 years) provided self-descriptions on social emotional rubrics. Results showed that changes in rubrics' instructions, rating scale characteristics, and descriptors' content improved validity and reliability properties from the pilot to the main study, though there is still room for improvement. Overall, our research supports the use of rubrics for the assessment of Self management and Open-mindedness skills and provides recommendations for designing social-emotional rubrics in the school context.
Keywords
Education, Social-emotional skills, Scoring rubrics, 21st century skills, Item response theory, Evaluation methods, School-based evaluation

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MLA
Pancorbo Valdivia, Gina, et al. “Development and Psychometric Properties of Rubrics for Assessing Social-Emotional Skills in Youth.” STUDIES IN EDUCATIONAL EVALUATION, vol. 67, 2020, doi:10.1016/j.stueduc.2020.100938.
APA
Pancorbo Valdivia, G., Primi, R., John, O. P., Santos, D., Abrahams, L., & De Fruyt, F. (2020). Development and psychometric properties of rubrics for assessing social-emotional skills in youth. STUDIES IN EDUCATIONAL EVALUATION, 67. https://doi.org/10.1016/j.stueduc.2020.100938
Chicago author-date
Pancorbo Valdivia, Gina, Ricardo Primi, Oliver P. John, Daniel Santos, Loes Abrahams, and Filip De Fruyt. 2020. “Development and Psychometric Properties of Rubrics for Assessing Social-Emotional Skills in Youth.” STUDIES IN EDUCATIONAL EVALUATION 67. https://doi.org/10.1016/j.stueduc.2020.100938.
Chicago author-date (all authors)
Pancorbo Valdivia, Gina, Ricardo Primi, Oliver P. John, Daniel Santos, Loes Abrahams, and Filip De Fruyt. 2020. “Development and Psychometric Properties of Rubrics for Assessing Social-Emotional Skills in Youth.” STUDIES IN EDUCATIONAL EVALUATION 67. doi:10.1016/j.stueduc.2020.100938.
Vancouver
1.
Pancorbo Valdivia G, Primi R, John OP, Santos D, Abrahams L, De Fruyt F. Development and psychometric properties of rubrics for assessing social-emotional skills in youth. STUDIES IN EDUCATIONAL EVALUATION. 2020;67.
IEEE
[1]
G. Pancorbo Valdivia, R. Primi, O. P. John, D. Santos, L. Abrahams, and F. De Fruyt, “Development and psychometric properties of rubrics for assessing social-emotional skills in youth,” STUDIES IN EDUCATIONAL EVALUATION, vol. 67, 2020.
@article{8683427,
  abstract     = {{Despite the increasing attention to social-emotional skills' development, few attempts have been made to develop rubrics to formatively assess these skills in classrooms and evaluate their psychometric properties. This research aimed to develop rubrics for the social-emotional skill domains of Self-management and Openmindedness and assess their psychometric properties using Item Response Theory modeling. Two samples of students (Pilot study: N = 947 middle-school students; 54 % female; mean age = 13.8 years; Main study: N = 7404 middle-school students; 48 % female; mean age = 13.0 years) provided self-descriptions on social emotional rubrics. Results showed that changes in rubrics' instructions, rating scale characteristics, and descriptors' content improved validity and reliability properties from the pilot to the main study, though there is still room for improvement. Overall, our research supports the use of rubrics for the assessment of Self management and Open-mindedness skills and provides recommendations for designing social-emotional rubrics in the school context.}},
  articleno    = {{100938}},
  author       = {{Pancorbo Valdivia, Gina and Primi, Ricardo and John, Oliver P. and Santos, Daniel and Abrahams, Loes and De Fruyt, Filip}},
  issn         = {{0191-491X}},
  journal      = {{STUDIES IN EDUCATIONAL EVALUATION}},
  keywords     = {{Education,Social-emotional skills,Scoring rubrics,21st century skills,Item response theory,Evaluation methods,School-based evaluation}},
  language     = {{eng}},
  pages        = {{14}},
  title        = {{Development and psychometric properties of rubrics for assessing social-emotional skills in youth}},
  url          = {{http://dx.doi.org/10.1016/j.stueduc.2020.100938}},
  volume       = {{67}},
  year         = {{2020}},
}

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