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Week 30: All well and good: The Social-Emotional Wellbeing Survey
ACER’s Social-Emotional Wellbeing Survey enables schools and systems to gauge the social and emotional wellbeing of their students at any point in time.
The Social-Emotional Wellbeing (SEW) Survey is used by school and system staff, but also researchers to collect information on social and emotional wellbeing before and after an intervention. ‘Surveying students pre- and post-program enables educators and researchers to identify a program’s impact,’ explains Sarah Elder, SEW Survey Project Director in Assessment Services.
‘We deliver the SEW Survey in large independent schools, small regional government schools, urban and remote, primary and secondary schools, so I’m constantly communicating closely with staff in schools from Camberwell to the Kimberley,’ Sarah says.
‘We deal with individual schools, but also groups of schools that may be involved in particular programs or research activities, and with regional offices and systems.
‘The SEW Survey enables schools to identify students’ social-emotional needs, evaluate the effectiveness of intervention programs and target resources to specific areas of need. It also informs the development of schools’ wellbeing policies and enables them to report on their mission statements and strategic plans regarding wellbeing.’
The SEW Survey was developed following research by the University of Melbourne’s Professor Michael Bernard. ‘Michael brought the SEW Survey to ACER in 2003, the year the surveys were first made available to schools,’ Sarah explains. ‘In 2007, Michael and ACER’s Andrew Stephanou and Daniel Urbach conducted further analyses of data from the SEW Surveys completed by schools since 2003, and that’s enabled us to refine our reports.’
The comprehensive reports prepared by the Psychometrics and Methodology team provide schools with detailed data by year level and gender, and by comparisons with all surveyed schools.
Michael, Andrew and Daniel’s 2007 ASG Student Social and Emotional Health Report noted that while policies and programs addressing student wellbeing have proliferated, there’s very little information on students’ overall social-emotional wellbeing by which schools can evaluate those policies and programs. ‘What’s great about the SEW Survey,’ Sarah says, ‘is that our cooperation has enabled Michael and ACER to deliver a tool that helps any and every student, and any and every teacher, so that all our schools are great places for learning.'
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Week 52: State of the art psychometric and statistical analysis
Week 51: Assessing civics and citizenship
Week 50: International research into teaching and learning
GOAL 1
Learners and their needs
every learner engaged in challenging learning opportunities appropriate to their readiness and needs
GOAL 2
The Learning Profession
every learning professional highly skilled, knowledgeable and engaged in excellent practice
GOAL 3
Places of learning
every learning community well resourced and passionately committed to improving outcomes for all learners
GOAL 4
A Learning Society
a society in which every learner experiences success and has an opportunity to achieve their potential
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