LABHYA FOUNDATION

Sriparna - Monitoring & Evaluation Associate: Pre-Work

Question 1: Indicators for Social Emotional Learning sub-competencies

Learning
Relationship Skill Motivation Emotional Reselience

Perception, appraisal, and

Social awareness Task Performance expression of emotions

Understanding and analysing emotions

Social engagement Open Mindness
employing emotional knowledge

Interpersonal Skills Compound Skills Emotional Faciliation of thinking

Question 2: Break down the outcomes into indicators

Achievement
PERSPECTIVE TAKING Motivation

EMPATHY Task Performance Responsibility

Social awareness

AWARENESS OF RESOURCES AND Persistence

Learning Motivation

SUPPORT NETWORKS
Relationship Skill

EFFECTIVE COMMUNICATION TO EXPRESS CURIOSITY

ONESELF AND POSITIVE EXCHANGES WITH
OTHERS

COOPERATION AND COLLABORATION Open Mindness TOLERANCE

Social engagement WITH OTHERS

CREATIVITY
SEEKING AND PROVIDING HELP
AND SUPPORT
CRITICAL THINKING
.
INTELLECTUAL OPENNESS.

WORK ETHIC AND

Compound Skills META-COGNITION
Interpersonal Skills
CONSCIENTIOUSNESS

POSITIVE CORE SELF- SELF-EFFICACY

EVALUATION
 ABILITY TO IDENTIFY EMOTION IN ONE'S PHYSICAL STATES,
FEELINGS, AND THOUGHTS

PERCEPTION, APPRAISAL, AND ABILITY TO IDENTIFY EMOTIONS IN OTHER PEOPLE, DESIGNS, ARTWORK,
EXPRESSION OF EMOTIONS ETC., THROUGH LANGUAGE, SOUND, APPEARANCE, AND BEHAVIOR.

ABILITY TO DISCRIMINATE BETWEEN ACCURATE AND INACCURATE, OR

HONEST VERSUS DISHONEST EXPRESSIONS OF FEELING
Emotional Reselience

EMOTIONS PRIORITIZE THINKING BY DIRECTING ATTENTION TO IMPORTANT

INFORMATION

UNDERSTANDING AND ANALYSING EMOTIONS ABILITY TO INTERPRET THE MEANINGS THAT EMOTIONS CONVEY REGARDING RELATIONSHIPS,
EMPLOYING EMOTIONAL KNOWLEDGE SUCH AS THAT SADNESS OFTEN ACCOMPANIES A LOSS.

ABILITY TO UNDERSTAND COMPLEX FEELINGS; SIMULTANEOUS FEELINGS OF LOVE AND HATE, OR

BLENDS SUCH AS AWE AS A COMBINATION OF FEAR AND SURPRISE.

EMOTIONS ARE SUFFICIENTLY VIVID AND AVAILABLE THAT THEY CAN BE GENERATED AS AIDS TO JUDGMENT
AND MEMORY CONCERNING FEELINGS

EMOTIONAL STATES DIFFERENTIALLY ENCOURAGE SPECIFIC PROBLEM APPROACHES SUCH AS WHEN

EMOTIONAL FACILIATION OF THINKING HAPPINESS FACILITATES INDUCTIVE REASONING AND CREATIVITY.

EMOTIONS PRIORITIZE THINKING BY DIRECTING ATTENTION TO IMPORTANT INFORMATION

Question 2: 1 Research Question(S) Can Be Answered

1.59.5% (50/84) Students can tell their full names

2.61.9% (52/84) students can name the country they live in

3.40.5% (34/ 84) students can name the state they live in

4.100% (84/84) students can tell both parents' name

5.100% (84/84) students have someone to go to when they need help

6.100% (84/84) students have a best friend

7.96.4% (81/84) students have a favourite sport

8.69.1% (58/84) students are able to self-identify and label self-emotion

61% (51/84) students Is able to identify & label Parent's emotion

21 St Century Competencies:

• Cognitive
• Knowledge
• 61.9% (52/84) students can name the country they live in
 • 40.5% (34/ 84) students can name the state they live in

• Cognitive processes and strategies

• Able to provide reasonings behind choice of sports
• Able to provide reasonings behind choice of friends

Relationship Skills

• 100% (84/84) students have someone to go to when they need help

• 100% (84/84) students have a best friend

Social awareness
● 61% (51/84) students Is able to identify & label Parent's emotion

• Only Age and number of times students are able to emotional self-identify and label self-emotion has
positive corelation.
• Correlation between attendance and performative variables are insignificant

Question2:2 Limitation of the Survey

● The survey questionnaire does not fully capture any component or sub components of SEL.
● Survey doesn’t have any scope to analyse program impact among stake holder.
● SEL frameworks are highly based on contextualization, the survey does not consist enough
demographic or contextual data.
● The survey does not possess scope to cross validate the data.
● Lack of probing question within the survey to measure components and sub components of SEL

Question2:2 Survey Analysis Challenge and Process

The effectiveness of a novel intervention, such as SEL curriculums for children, is evaluated in the survey under
consideration using randomised control trials. Randomization minimizes bias and offers a rigorous technique to
explore cause-effect links between an intervention and result. This is so that any variations in result may be
attributed to the research intervention. Randomization balances participant characteristics (both observable and
unobserved) between the groups.

For assessing the performance indicators, frameworks like CASEL, Hilton & Pellegrino Clusters of 21st Century
Competencies, Pratham Life Skill framework can be adopted with additional data points.

Question 4 Survey Implementation Plan

MEL is carried out at all phases of the project cycle and is an essential component of project design, execution, and
completion. You may position MEL in the life of your project with the aid of the MEL cycle.

Initial Gap
Analysis

Learning Project
and Inputs Design

On Going
End Line MEL MEL
Evaluation Planning

Mid Line Baseline

Evaluation Design

Pre-Planning Understandings For MEL

• What data is required,

• Where it will be obtained,
• How it will be gathered and analysed,
• What data is required, where it will be obtained,
• How it will be gathered and analysed,
• When it will be gathered (baseline, routine MEL, mid-term assessment, final evaluation),
• Who is responsible for gathering the data are all factors to consider.

Tools For MEL Planning

• Weavers Triangle
• Logical Framework Model.