Publication: Journal of Psychoeducational Assessment
Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality
This paper examines how trends in rater scoring tendencies over time may undermine the reliability of classroom observations. It proposes that state emotion may constitute a source of psychological bias in classroom observations ratings. In two studies, employing independent sets of raters and approximately 5,000 videotaped fifth- and sixth-grade classroom interactions, within-rater state positive emotion was associated with favorable ratings of classroom quality using the Classroom Assessment Scoring System (CLASS). Despite various protections enacted to secure reliable and valid observations in the face of rater trends—including professional training, certification testing, and routine calibration meetings—emotional bias still emerged. Study limitations and implications for classroom observation methodology are considered.
Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning
Two studies examined the reliability and validity of the Mayer–Salovey–Caruso Emotional Intelligence Test—Youth Version (MSCEIT-YV), a performance test of Emotional Intelligence. The authors report that EI can be measured reliably with the MSCEIT-YV and that higher scores on the test are related to healthier psychological functioning and greater social competence based on both teacher and student ratings, as well as to academic performance in English language arts.
Assessing teachers’ beliefs about social and emotional learning
A tool for measuring teacher’s beliefs about SEL was developed and validated in a two-phase study. The measure can be used by school administrators to determine school readiness for SEL programming and by researchers to better understand teacher variables that impact implementation fidelity and program outcomes.