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Assessment in social, emotional and ethical learning in the context of the humanistic paradigm
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Date of publication
09.02.2022
Public year
2021
DOI
10.54884/S181570410018539-7
Assessment in social, emotional and ethical learning in the context of the humanistic paradigm
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The article discusses the problem of assessment in social, emotional and ethical learning (SEEL). The objective of the presented work was to develop a theoretical model for such an assessment. The humanistic context of its construction is substantiated based on the content and didactics of the SEEL direction. The conceptual framework for SEEL assessment is described. Its essence is revealed from the position of the humanistic paradigm. The SEEL results and their distribution levels are outlined as benchmarks for teacher and student assessment. The choice of methods for the assessment is justified by their human nature. The emphasis is played on teachers’ attention to their own socio-emotional and ethical development and self-esteem in its aspects. The conclusion is made about the nature of the assessment as an accompanying one. The principles underlying the construction of the model are revealed. The model is described. The expected effect of its implementation is revealed, consisting in ensuring successful socio-emotional and ethical development of students, development of real "awareness", "self-regulation", ability "to cultivate qualities of kindness and compassion".

Man and Education. 2021 Issue 4 (69)
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About authors
Nadezhda Tsimmerman
Herzen State Pedagogical University of Russia
References

1. 1. The Global launch of SEE learning (2019), New Delhi [Online]. Available at: https://seelearn-ing.emory.edu/sites/default/files/2019-04/SEE-Launch-Program_small.pdf (Accessed: 23 October 2021).

2. Materials of the international scientific and practical conference "Education and socialization in the modern socio-cultural environment" (2019) [Online]. Available at: https://www.herzen.spb.ru/main/structure/inst/in-stp/1570217567/1570218535/1575400945/ (Accessed: 23 October 2021).

3. Morton, M.L., Felver, J.C. Jennings, P.A. (2019) ‘The Mindful school: transforming school culture through mindfulness and compassion’. Guilford Press. New York, NY. 271 p., Mindfulness, 11 (12), pp. 2860– 2861 [Online]. Available at: https://doi.org/10.1007/s12671-020- 01507-2 (Accessed: 27 October 2021)

4. Jennings, P.A., Brown, J.L., Frank, J.L., Doyle, S., Oh, Y., Davis, R., Greenberg, M. T. (2017) Impacts of the CARE for teachers program on teachers’ social and emotional competence and classroom in-teraction, Journal of educational psychology, 109 (7), pp. 1010–1028 [Online]. Available at: doi.org/10.1037/edu0000187 (Accessed: 27 October 2021)

5. Jones, D.E., Greenberg, M., Crowley. M. (2015) ‘Early social-emotional functioning and public health: the relationship between kindergarten social competence and future wellness’, American journal of public health, 105 (11). pp. 2283–2290.

6. Goleman D (1995) Emotional intelligence. Bantam Books. Psychology. 352 p.

7. Kozhevnikova M.N. (2019) ‘Human education in the new millennium’, Human, 30 (3), pp. 80–95 [Online]. Available at: http://eli-brary.ru/item.asp?id=38194803 (Accessed: 28.10.2021)/ (In Russ.)

8. The page of the Scientific research laboratory of social support of the personality of the Russian State Pedagogical University. A.I. Herzen [Online]. Available at: https://www.herzen.spb.ru/main/structure/inst/instp/1570217567/ (Accessed: 28 October 2021)

9. The SEE learning companion. Social, emotional, and ethical learning (2019). Emory University. Atlanta, GA.

10. Tsimmerman N.V., Kozhevnikova M.N. (2020) ‘The problem of humanitarian assessment in social, emotional and ethical education’, Science for education today. 6 [Online]. Available at: 10.15293/2658-6762.2006 (Accessed: 05 November 2021) (In Russ.)

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