Science for Education Today, 2020, vol. 10, no. 6, pp. 120–141
© Zimmerman N. V., Kozhevnikova M. N., 2020
UDC: 
37.014 + 141.319.8

The problem of humanitarian assessment in social, emotional and ethical learning

Zimmerman N. V. 1 (Saint-Petersburg, Russian Federation), Kozhevnikova M. N. 1 (Saint-Petersburg, Russian Federation)
1 The Herzen State Pedagogical University of Russia
Full text (Open Access) — Downloaded 1036
Abstract: 

Introduction. The authors investigate the nature of assessment in social, emotional and ethical learning (SEE learning). The aim of this research is to develop the key principles of assessment for designing an assessment model in social, emotional and ethical learning - a new educational framework, based on the general understanding of humanitarian assessment and the specific clarification of SEE learning as an innovative educational phenomenon.
Materials and Methods. The research methodology is determined by the nature of the present stage of the research. It includes analytical work in such fields of study as philosophy of education and theoretical educational research, and is based on generally used approaches and methods of the relevant academic areas, in particular: general philosophical analysis, socio-philosophical analysis, phenomenological approach, dialectical method, typology and clarification approaches, complex analysis of paradigmatic components of educational programs, reviewing psychological and educational literature, and educational modeling.
Results. The authors identified the SEE learning typology as a phenomenon of the humanitarian education paradigm in the 21st century and revealed characteristics determined by its genesis and structure, covering a number of areas. The authors clarified the phenomenon of humanitarian assessment by means of explaining the contradictions in the nature of assessment and the influence of the educational paradigm on the assessment. Based on the obtained understanding and analysis of existing research investigations in the field of assessing and social-emotional learning, the authors identified general principles of humanitarian assessment within the framework of SEE learning, and developed a number of preliminary specific decisions regarding assessment in SEE learning, intended for the future assessment model of social-emotional-ethical education.
Conclusions. The article concludes that the SEE learning assessment model should be determined by the humanitarian paradigm and rely on fundamental principles of humanitarian assessment.

Keywords: 

Social-Emotional and ethical learning; Emotional intelligence; Humanitarian assessment; Humanistic paradigm; Person-centered philosophical and anthropological perspective.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:44478885

Prominence Percentile SciVal: 97.317 Student-teacher Relationships | Student Engagement | Kindergarten

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The problem of humanitarian assessment in social, emotional and ethical learning

For citation:
Zimmerman N. V., Kozhevnikova M. N. The problem of humanitarian assessment in social, emotional and ethical learning. Science for Education Today, 2020, vol. 10, no. 6, pp. 120–141. DOI: http://dx.doi.org/10.15293/2658-6762.2006.07
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Date of the publication 31.12.2020