Evidence-Based Approaches in Positive Education by Mathew A. White & A. Simon Murray

Author:Mathew A. White & A. Simon Murray
Language: eng
Format: epub
Publisher: Springer Netherlands, Dordrecht

Limitations

We have presented a single measurement strategy. All data were self-reported. Future assessments will benefit from linking the student reports to objective outcomes, such as health records, grades, and test scores. As no validated measures of PERMA existed at the time, we included two measures that are under development, along with a series of other measures meant to capture the different PERMA components. There was some evidence of convergent validity, particularly in the youth survey. Reliability was weaker for the staff PERMA items, and convergent validity was unclear. Subsequent assessments will benefit from the more reliable items that are now available (Butler and Kern 2015) . Despite these measure limitations, the findings presented here offer additional validating information for these measures. Finding brief but reliable measures is particularly important to maintain student engagement in subsequent assessments.

Hattie (2009) has developed a system for using assessments to guide learning (see Hattie 2012; Hattie and Timperley 2007) . Scores are visibly presented, with information about how one compares to others, what achievement at a higher level would look like, and tools for change. Well-being measurement needs a similar system. The current assessment offers a preliminary step in moving toward such a system, but at this point only gives a metric for comparison and could prove an important contribution in the development of a viable approach to well-being. Subsequent efforts at St Peter’s College, Adelaide will develop positive pedagogy, based on evidence-based methodology.

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