We present steps to (a) identify the real objects we seek to represent with measurement and models (i.e., the parts of an individual’s SEL skill set and the type and amount of skill change that is likely to occur during the program) and (b) produce SEL skill indicators and measures that are feasible and valid for both CQI and impact evaluation uses.
Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Socio-emotional learning (SEL) skills are a partial but necessary cause of children’s developmental outcomes, and SEL skill growth is a key objective for nearly all out-of-school time (OST) programs. The Quality-Outcomes Design and Methods (Q-ODM) toolbox holds an integrated set of tools … Continue reading Realist(ic) Evaluation Tools for OST Programs: The Quality-Outcomes Design and Methods (Q-ODM) Toolbox
Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download The positivist theory and methodology used by most researchers and evaluators is poorly suited for addressing the formative explanations that guide continuous quality improvement (CQI) processes and the nuanced impact models that pertain to questions about how and how much. QTurn’s Quality-Outcomes … Continue reading Measuring Socio-Emotional Skill, Impact, and Equity Outcomes
Share on linkedin LinkedIn Share on twitter Twitter Share on email Email Download Evaluation evidence about the relations among children’s prior history, engagement in program settings, resulting SEL skill growth, and the ultimately desired transfer outcomes (e.g., agency to succeed in other settings) has been sporadic and fragmented. One reason for this may be that … Continue reading Socio-Emotional Skills, Quality, and Equity: The Multilevel Person-in-Context~neuroperson (MPCn) Framework
