ACT Tessera Review Package

Next Generation Social and Emotional
Learning Assessment System
ACT® Tessera™ makes it easy by providing

an individual report for every student and a
comprehensive report for your school as a whole.
ACT® Tessera™ Review Package

Assessment Details and Resources
INTRODUCTION TO THE ACT® TESSERA™ SOCIAL

AND EMOTIONAL LEARNING ASSESSMENT SYSTEM
ACT Tessera is an all-in-one, multifaceted solution that gives students, parents, teachers,
and schools a comprehensive view of Social and Emotional Learning skills. No matter what
terminology you use—the whole child, Social and Emotional Learning, soft skills, character
strengths, inter- and intra-personal competencies, skills for success, Social and Emotional
Learning skills, or 21st century competencies—these areas have become an important topic
in recent years as an undisputable amount of evidence has emerged to establish how critical
Social and Emotional Learning skills are for success in school, in college, in careers, and in life
satisfaction and fulfillment.
We use the term “multifaceted” because the assessment measures six Social and Emotional
Learning skills, and “comprehensive” because it utilizes multiple, evidence-based methods for
assessment to be the most accurate system available. To provide potential users with a better
idea of the look and feel of the ACT Tessera assessment, this informational bundle provides
sample reports and sample items aligned with the assessment, as well as the full theory of
action statement, to both demonstrate how the assessment works in schools today as well as the
scientific research and logic upon which the system was built.
TABLE OF CONTENTS
Informational Brochure��3
Sample Student Report��5
Sample Items��15
Tessera Theory of Action��23
2 | www.act.org/act-tessera
The research is unequivocal: Social and Emotional Learning
(SEL) skills strongly predict academic achievement,
career success and lifelong well-being. Many studies find
that these attributes contribute as much or more than
academic skills in helping students succeed.
In addition, there’s evidence that some Social and Emotional

Learning skills are easier to strengthen than cognitive ones,
and these strengthened skills may last longer.
FIRST THINGS FIRST

Educators, policymakers, and parents are understandably eager to invest in
Tessera
Social and Emotional Learning skill development, especially as SEL factors
are increasingly incorporated into accountability metrics. For example, ESSA
mandates that states include a “non-academic measure” in their school
SNAPSHOT accountability systems.

Clear, accurate understanding of existing student skills and strengths is
essential in order to target interventions and support Whole Child initiatives.
Highly effective Social and Emotional Learning skill-building efforts depend
on reliable assessment. Until now, however, growth in SEL curricular
programs has far outpaced reliable assessment options.
omprehensive next-
C
generation assessment
system for Social and RESULTS DATA REPORTED IN A CLEAR,
Emotional Learning skills EASY-TO-UNDERSTAND FORMAT.
wo assessments: One for
T
middle school students, and
INDIVIDUAL STUDENT REPORT (EXCERPT)
one for high school students

Curiosity / Ingenuity: Where are you now?

The extent to which you are open-minded, curious, and creative
dvanced assessment
A How do you currently see yourself?
DEMONSTRATING
methodology that goes What would you do in a real-world situation? One Example:
beyond traditional
Your teacher has assigned a project to the class and there are two choices of topics. One topic is one that
is very familiar to you. The other is something that interests you, but you have very little knowledge
about it. How likely are you to do each of the following?
self-reporting to yield
Here you can see how experts in Curiosity/Ingenuity rated the options in comparison to how you
responded. The more likely you were to say that you would choose a response that the experts rated as
effective, the better.
more reliable, valid results Response Option
You choose the unfamiliar topic

How likely did you say you
were to choose this option?
How effective is each
response as rated by experts?
because you think it will impress the

Neutral
teacher and help you get a better
grade.
Easy to administer online You choose the familiar topic, but

try to ﬁnd a way to make it more
interesting.
Somewhat effective

because it will give you the chance to Very effective
learn something new.
eports that are user-friendly

R
You choose the familiar topic. You
know you can do a good job with the Neutral
information you have.
You choose the familiar topic. The
for students
project could be pulled together with Very ineffective
very little effort.
Curiosity / Ingenuity: What is it?
trengthens and supports

S
People with 3 stars like you currently tend to You are currently at 3 stars. Keep up the good
student self-knowledge, • Enjoy learning new things very much work!
• Be extremely curious and imaginative
goal-setting and growth

• Enjoy interacting with different types of people
very much
mindset
This is an example of what
part of the individual student
report might look like.
Contact us for a Tessera walkthrough

act.org/tessera-contact-us www.act.org/act-tessera | 3
A SOLUTION YOU CAN TRUST
Tessera is an all-in-one, multifaceted solution that gives students, parents,
teachers, and schools a comprehensive view of Social and Emotional
Tessera
Learning skills.
ur robust, next-generation online assessment tool is easy for schools
O HELPS YOU
to administer and requires no special or time-consuming preparation.
HELP YOUR
students
he assessment tool integrates three different methodologies to reliably
T
and validly measure a student’s Social and Emotional Learning skills.
ur detailed reports deliver the data required to support student
O
and school self-knowledge, growth, Whole Child development, and
continuous improvement.
MULTIDIMENSIONAL, COMPREHENSIVE, AND

RESEARCH-DRIVEN
Each student receives a
Tessera is based on the research-validated and widely adopted Big Five
personality factors. The broad, multidimensional Big Five framework personal profile report
encompasses attributes related to successful performance across different
ages, contexts, and cultures. tudents and schools
S
Tessera measures six areas of Social and Emotional Learning Skills: receive recommended
resources and strategies
Tenacity/Grit Composure/Resilience
to address areas
Organization/Responsibility Curiosity/Ingenuity
identified as requiring
Teamwork/Cooperation Leadership/Communication Style
increased focus
TESSERA INTEGRATES THREE ASSESSMENT
METHODOLOGIES TO ENSURE VALID RESULTS.

SELF-REPORT ITEM Next Generation Social and Emotional

Select how much you agree with each of the following statements.
I finish my homework assignments before they are due.

MATRIX-STYLE SITUATIONAL JUDGMENT
Strongly Agree Somewhat Agree Agree Disagree Somewhat Disagree Strongly Disagree
TEST ITEM
INSTRUCTIONS
Below you will be presented with several short paragraphs that tell of a pretend situation.
Select how much you agree with each of the following statements. Please read each paragraph closely. Below each paragraph are several possible behaviors
in response to the situation. For each, please rate how likely you would be to respond to
I have a vivid imagination. the situation in that way. Also, be aware that choosing higher numbers mean that you
think that you are more likely to respond in that way. Remember that there are no right
or wrong answers.
You are taking part in a study group with classmates in preparation for a particularly
difficult test. As the first review session gets underway, it becomes clear that the other
members of the group have not taken good notes and are not as familiar with the
material as you are.
FORCED CHOICE ITEM A. Do nothing: clearly you will get better marks on the test.
B. Suggest that everyone read over the textbook in preparation for the next review session.
Below you will be provided with several groups of three statements. For each one,
choose both the statement that is MOST like you, and the statement that is LEAST like C. Leave the group because you will be better off studying on your own.
you. Do nothing with the third statement. Some of these decisions might be difficult,
D. Offer to use your notes as the basis for the remaining review sessions.
please just do your best. Remember that there are no right or wrong answers.
E. Ask the teacher for advice as to how to handle the next meeting.
Most Like Me Least Like Me
I do more than what my teachers expect.
I am concerned about other students.
I cope well with stressful assignments.
Each skill area is assessed using three different techniques:
1 Self-report test items. Students rate the extent to which they agree
with several statements.
2 Situational judgment test items. Students are presented with several

scenarios and possible responses to each. They then rate the likelihood
that they would engage in each response.
3 Forced-choice test items. Students are presented with several

statements and asked to select the statements that are “most like me”
and “least like me.”
This multimodal approach makes it extremely difficult for students to fake their
responses and minimizes reference bias. These are problems typically associated
4 | www.act.org/act-tessera with assessments relying solely or primarily on self-report test items.
Sample Student Report
ACT® TESSERA™ RESULTS, INSIGHTS

AND RECOMMENDATIONS
Individual Student Report

For: Student name
www.act.org/act-tessera | 5
Sample Student Report June, 2017
INTRODUCTION TO THE ACT TESSERA SOCIAL

AND EMOTIONAL LEARNING ASSESSMENT SYSTEM
The Tessera Social and Emotional Learning Assessment System was made to
measure six important foundational skills. Research has shown these skills can help
individuals be more successful at school, at work, and in life. Below are these skills.
SKILL DESCRIPTION • Each of these skills

have been shown
How hard are you trying to reach your goals? to be related to
Tenacity/Grit
Do you act like you want to fulfill your potential?
important outcomes
How reliable, responsible, careful, and thorough
Organization/Responsibility
are you at school these days? • For example, people
do better at school
How well are you getting along with others
Teamwork/Cooperation and work if they have
these days?
more Tenacity/Grit
Composure/Resilience How well are you handling stress currently?
• Also, as another
Are you currently developing strong habits of example, people
Curiosity/Ingenuity
being open-minded, curious, and creative? who have more
Composure/Resilience
How assertive, persuasive, optimistic, enthusiastic,
Leadership/Communication Style tend to be happier
and confident are you at school these days?
with their lives
• It is very important to know that you can improve in all of these skills if you practice.
• You should think of each of these like a muscle. The more you exercise, the stronger
your muscles get. In the same way, the more you practice your Tenacity/Grit,
Curiosity/Ingenuity, etc., the stronger you become in those skills.
• Your teacher or school may have developed material to help you improve these
skills. Having done the assessment and seen this report, you can also be mindful
of this possibility.
YOUR SCORES
Let’s talk for just a little bit about what your scores mean. Here is an example:
Tenacity / Grit: Where are you now?

The extent to which you try hard to
reach your goals and fill your potential
eEE
How do you currently see yourself? • Stars indicate your
current level on
each skill
• The more stars you

DEVELOPING have, the more you
are currently
• Don’t worry too much if you get one star on any of the skills. demonstrating
You can always improve with practice. the skill
• Now you will see your scores. First, you will get a summary page • In this example, the
that shows all six of your scores on one page. After that, you will student got one star on
be provided with more detailed information about each skill. Curiosity/Ingenuity
YOUR TESSERA SCORES AT A GLANCE
Tenacity/Grit
eEE
DEVELOPING
Organization/
Responsibility
eee
DEMONSTRATING
How hard are you trying to reach your goals? How reliable, responsible, careful, and
Do you act like you want to fulfill your potential? thorough are you at school these days?
Teamwork/Cooperation
eeE
APPROACHING
Composure/Resilience
eeE
APPROACHING
How well are you getting along .with others these How well are you handling stress currently?
days?
Curiosity/Ingenuity
eee
DEMONSTRATING
Leadership/
Communication Style
eeE
APPROACHING
Are you currently developing strong habits How assertive, persuasive, optimistic, enthusiastic,
of being open-minded, curious, and creative? and confident are you at school these days?
Tenacity / Grit: Where are you now?
eEE
The extent to which you try hard to reach your goals and fill your potential
How do you currently see yourself?

DEVELOPING
What would you do in a real-world situation? One Example:

In English class, you write a paper about a book that you did not enjoy and receive a barely passing
grade on your first assignment. Your teacher has explained the areas to work on in order to improve
your grade on the next paper.
Here you can see how experts in Tenacity/Grit rated the options in comparison to how you responded.
The more likely you were to say that you would choose a response that the experts rated as effective,
the better.
Response Option How likely did you say you How effective is each
were to choose this option? response as rated by experts?
Hope that the next book you have (Student Response) Somewhat ineffective
to write about is one that you like.
Ask the teacher to read your paper

again to see if they might give you (Student Response) Somewhat ineffective
a better grade.
Try harder and make sure to
address the teacher’s concerns (Student Response) Very effective
when writing the next paper.
Do the best you can on the next
paper without really thinking about (Student Response) Somewhat ineffective
the comments from the teacher.
Decide that you will probably not
get a very good grade in that class, (Student Response) Very ineffective
since the teacher is too picky.
Tenacity / Grit: What is it?
The extent to which you try hard to reach your goals and fill your potential
People with 1 star like you currently tend to People with 3 stars tend to
• Not always try their hardest to learn everything • Try extremely hard to learn everything in
in school school
• Stop trying after they have failed once • Only stop trying after they have failed many
times
• Not always do what is expected of them
• Do more than what is expected of them
Organization / Responsibility: Where are you now?
eee
The extent to which you tend to be reliable, responsible, and dependable

DEMONSTRATING

Your teacher has given directions for a group assignment. Everything from the format to the content
of the assignment needs to be done a certain way. Your group has done a great job on the content of the
assignment, but you are not sure that the format matches her expectations. How likely are you to do
each of the following?
Here you can see how experts in Organization/Responsibility rated the options in comparison to how
you responded. The more likely you were to say that you would choose a response that the experts
rated as effective, the better.
Ask the teacher whether she will

Neutral
accept other formats.
Turn in the assignment as it is,

since the content meets all of her Somewhat ineffective
expectations.
Try to make sure that at least some of

Neutral
the formatting requirements are met.
Offer to format everything together

to make sure that the assignment Very effective
meets the teacher’s expectations.
Make sure that your section of the
assignment follows the right format, Neutral
even if the rest does not.
Organization / Responsibility: What is it?
The extent to which you tend to be reliable, responsible, and dependable
• Almost always turn their homework in on time work!
• Check all their homework for mistakes
• Complete all of the work for which they are

responsible
Teamwork / Cooperation: Where are you now?
eeE
The extent to which you get along well with others

APPROACHING

Science class has become more challenging, and you’ve noticed that one of your classmates is having a
hard time keeping up. When the teacher assigns a group project, this student needs someone to work
with. How likely are you to do each of the following?
Here you can see how experts in Teamwork/Cooperation rated the options in comparison to how you
Ask the student to join your team,
then offer to help the student outside Very effective
of class.
Suggest the student join another
student who also doesn't seem to Neutral
find a partner to work with.
Offer to help the student outside of
class but tell them you already have a Somewhat effective
full team for the project.
Feel bad that the student is having
a hard time but you already have
Neutral
enough school work and can't do
more.
Let the teacher find a group for the

Somewhat ineffective
student. It's not your problem.
Teamwork / Cooperation: What is it?
The extent to which you get along well with others
People with 2 stars like you currently tend to People with 3 stars tend to
• Cooperate pretty well with peers • Cooperate very well with peers
• Care somewhat about how other people feel • Care a lot about how other people feel
• Usually try to take other people’s perspective • Almost always try to take other people’s
perspective
Composure / Resilience: Where are you now?
eeE
The extent to which you handle stress well

APPROACHING

You are sick and miss an entire week of school. You have tried to keep up with all the makeup work
from the days you missed. Your social studies teacher has just announced a test at the end of the week
that will cover all the class work you missed. How likely are you to do each of the following?
Here you can see how experts in Composure/Resilience rated the options in comparison to how you
Panic and give up. There's no way
you can get all this work done Very ineffective
successfully.
Ask your social studies teacher for
help preparing for the test and keep Somewhat effective
doing your make up work.
Get frustrated and angry with the

Very ineffective
amount of work the school gives you.
Do the best you can even though you

Very effective
feel overwhelmed.
Focus on studying for the test only. Neutral
Composure / Resilience: What is it?
The extent to which you handle stress well
People with 2 stars like you currently tend to be People with 3 stars tend to be
• Pretty good at controlling negative emotions • Extremely good at controlling negative emotions
• Pretty good at tolerating stress • Extremely good at tolerating stress
• Pretty good at adapting to changes at home and • Extremely good at adapting to changes at home
school and school
Curiosity / Ingenuity: Where are you now?
eee

DEMONSTRATING

Your teacher has assigned a project to the class and there are two choices of topics. One topic is one that
is very familiar to you. The other is something that interests you, but you have very little knowledge
about it. How likely are you to do each of the following?
Here you can see how experts in Curiosity/Ingenuity rated the options in comparison to how you
because you think it will impress the
Neutral
teacher and help you get a better
grade.
You choose the familiar topic, but
try to find a way to make it more Somewhat effective
interesting.
because it will give you the chance to Very effective
learn something new.
You choose the familiar topic. You
know you can do a good job with the Neutral
information you have.
You choose the familiar topic. The
project could be pulled together with Very ineffective
very little effort.
Curiosity / Ingenuity: What is it?
• Enjoy learning new things very much work!
• Be extremely curious and imaginative
• Enjoy interacting with different types of people

very much
Leadership / Communication Style: Where are you now?
eeE
The extent to which you are assertive, persuasive, optimistic, enthusiastic, and
confident at school

APPROACHING

Your school choir needs money to travel to a competition. A student committee is forming to help plan
a fundraiser for the choir’s trip. The committee will need to come up with an idea for the fundraiser
and plan and coordinate the event. How likely are you to do each of the following?
Here you can see how experts in Leadership/Communication style rated the options in comparison to
how you responded. The more likely you were to say that you would choose a response that the experts
rated as effective, the better.
Volunteer to lead the committee, as

Very effective
you are happy to be in charge.
Join the committee and go along

Neutral
with whatever plan the group creates.
Some of the other students will sign

up to run the fundraiser, so you don't Very ineffective
volunteer.
Sign up to serve on the committee,
but let another classmate take the Neutral
lead.
Volunteer to lead the committee

Very effective
along with some others.
Leadership / Communication Style: What is it?
The extent to which you are assertive, persuasive, optimistic, enthusiastic, and
confident at school
People with 2 stars like you currently tend to People with 3 stars tend to
• Find it easy to express themselves only in some • Find it very easy to express themselves in most
situations situations
• Be somewhat optimistic and cheerful and • Be extremely optimistic and cheerful and try to
usually try to make others happy make others happy
• Enjoy being around others somewhat • Enjoy being around others very much
Sample Item Package
OVERVIEW
To provide potential users with a better idea of the look and feel of
the ACT® Tessera™ Assessment, this document provides sample items
aligned with the assessment. Tessera is an all-in-one, multifaceted
solution that gives students, parents, teachers, and schools a
comprehensive view of Social and Emotional Learning skills. We use the
term “multifaceted” because the assessment measures six Social and
Emotional Learning skills.
THE SOCIAL AND EMOTIONAL LEARNING SKILLS ASSESSED
The skills and their definitions are given in the Table below. These skills were selected
based on:
1. Basic and applied research conducted across the globe by independent scientists;
2. Basic and applied research conducted by ProExam scientists; and
3. A Theory of Action developed by ProExam scientists.
Many of these evidentiary sources are available upon request.
SOCIAL AND EMOTIONAL

LEARNING SKILL DEFINITION
ORGANIZATION/RESPONSIBILITY The extent that a student is reliable, responsible, and dependable,

pays attention to detail, and fulfills school (and related) obligations.
TENACITY/GRIT The extent that a student expends effort, and establishes and
maintains personally challenging achievement goals.
TEAMWORK/COOPERATION The extent that a student is cooperative, sensitive to others, easy to

get along with, and has a preference for associating with others.
COMPOSURE/RESILIENCE The extent that a student is poised, flexible, and able to cope with
pressure, stress, criticism, and setbacks.
CURIOSITY/INGENUITY The extent that a student is open-minded, thoughtful, and enjoys

the process of thinking about and solving school problems.
LEADERSHIP/COMMUNICATION STYLE The extent that a student is assertive, persuasive, enthusiastic, and
independent.
© 2017 by ACT, Inc. All rights reserved. www.act.org/act-tessera | 15

Sample Item Package
THE METHODOLOGIES USED TO ASSESS EACH SOCIAL

AND EMOTIONAL LEARNING SKILL
Each skill area is assessed using three different techniques:
1. Self-report items. Students rate the extent to which they agree with several statements.
2. Situational judgment test items. Students are presented with several scenarios and
possible responses to each. They then rate the likelihood that they would engage in each
response.
3. Forced-choice items. Students are presented with several statements and asked to select
the statements that are “most like me” and “least like me.”
Example items for each technique and for each skill are provided next. In the passages that
follow we also provide:
1. Instructions that accompany these items in the formal assessment situation.

2. Screenshots that represent what the operational form of the assessment looks like.
A CAVEAT
It must be remembered that some of these items may be refined somewhat after pilot test data
has been obtained. While we have conducted cognitive labs with hundreds of students across
the country, items should continually be refined and modified based off of data. If you see in
these sample items something you would like to see changed, please feel free to let us know.
SELF-REPORT ITEMS
SAMPLE ITEMS
We present two items per skill in the table that follows. The rating scale is a six-point
Likert-type scale, ranging from Strongly Disagree to Strongly Agree.
SOCIAL AND EMOTIONAL

LEARNING SKILL ITEM 1 ITEM 2
I carefully check for errors I finish homework assignments

ORGANIZATION/RESPONSIBILITY
in my schoolwork. before they are due.
I do more than what my teachers I won’t quit a class exercise

TENACITY/GRIT
expect of me. until it is finished.
I enjoy group-based I am concerned about other

TEAMWORK/COOPERATION
school projects. students’ well-being.
I cope well with

COMPOSURE/RESILIENCE I stay calm in all my classes.
stressful assignments.
CURIOSITY/INGENUITY I have a vivid imagination. I enjoy solving complex problems.
I try to make group projects

LEADERSHIP/COMMUNICATION STYLE I take charge in group projects.
fun for everyone.
Sample Item Package
INSTRUCTIONS
You will be presented with several statements. Please rate the amount that you agree with
each of the statements by using the scale provided. Remember that there are no right or
wrong answers.
THE ITEM AS PRESENTED TO THE STUDENT

SELF-REPORT ITEM
I finish my homework assignments before they are due.
I have a vivid imagination.
SITUATIONAL JUDGMENT TEST ITEMS

SAMPLE ITEMS
We present one item per skill in the passages that follow. The rating scale is a five-point
Likert-type scale, ranging from “Very unlikely to do this” to “Very likely to do this.”
Tenacity / Grit
You think that you want to be a doctor for your career when you grow up. You know that it
is very important to do well in your science classes to be a doctor. However, you received
a very disappointing grade on your last Biology test. How likely are you to do each of the
following?
A. Find a different career in the medical field that does not require very much knowledge
about Biology.
B. Don’t worry about it. Maybe you can still become a doctor one day.
C. Study harder for your next Biology test so you can make up for your bad grade.
D. See if you can get your Biology teacher to give you some extra credit.
E. Find a different career outside of the medical career since science is clearly not your
strength.
Sample Item Package
Organization / Responsibility
You have to read a long novel for English class, and there will be a quiz on it in less than a
week that will go towards your final grade. Your friend lost her copy and you loaned it to
her to read. She has only just recently returned it to you. You are concerned you may not
finish the book before the quiz. And there are other important assignments due this week.
How likely are you to do each of the following?
A. Plan to put 45 minutes aside to read each evening, and also read on your lunch break.
B. Read the book whenever you can.
C. Read as much as you can the day before the class quiz.
D. Read the Wikipedia entry on the book rather than the book itself.
E. Ask your friend to summarize the book for you.
Teamwork / Cooperation
You are taking part in a study group with classmates in preparation for a particularly
difficult test. As the first review session gets underway, it becomes clear that the other
members of the group have not taken good notes and are not as familiar with the material
as you are. How likely are you to do each of the following?
A. Do nothing; clearly you will get better marks on the test.
B. Suggest that everyone read over the textbook in preparation for the next review session.
C. Leave the group because you will be better off studying on your own.
D. Offer to use your notes as the basis for the remaining review sessions.
E. Ask the teacher for advice as to how to handle the next meeting.
Composure / Resilience
You and a friend are a little over halfway through a four-week-long school project. The
results need to be presented to the class at the end of next week. You are confident that,
with your friend’s help, the project can be completed successfully and on time. But today,
your friend is sick and tells you he/she needs to stay home and rest for the remainder of the
week. You know that if you try to finish the project alone, the presentation will have gaps
and you will not be happy with it. How likely are you to do each of the following?
A. Angrily tell your friend that he/she put you in a terrible position.
B. Protect yourself – give the best presentation you can, explaining to your teacher that the
gaps are due to your friend’s illness.
C. Ask your teacher for advice.
D. Tell the teacher that you need an extension on this project or you know you will
embarrass yourself.
E. Develop a strategy where you will quickly gloss over the weak points of the presentation,
pretending that you understand the things you don’t and that there are no gaps.
Sample Item Package
Curiosity / Ingenuity
Your social studies teacher gives you an assignment to write a report. The report is due in
one week and you get to pick the topic of the report. If you get a good grade on the report
then you will end up with an A for the class. How likely are you to do each of the following?
A. Write a report about the U.S. constitution because you wrote one about it for a class last
year and you got a good grade on it.
B. Write a report about politics in the United States because there is a lot of information
about it on the internet.
C. Write a report about people from a country you have never been to because you enjoy
learning about different cultures.
D. Do not write a report about people from a country you have never been to because it
sounds boring.
E. Do not write a report about politics in the United States because it sounds boring.
Leadership / Communication Style

Your English teacher has assigned your class to groups of 5 students and has told you to that
your group’s is going to write a play to be presented to class in a week. Your group’s first job
is to figure out what the play is going to be about. The group has talked for a few minutes
but is having a difficult time deciding what to write about.
A. Suggest that everyone provides an idea and then the group votes on it.
B. Decide what you want the play to be about and then talk your group into using your idea.
C. Let the other 4 decide and say nothing to avoid hurting anyone’s feelings.
D. Tell the group what you want the play to be about but let the other 4 decide.
E. Ask your teacher for ideas.
Instructions
You will be presented with several short paragraphs that tell of a pretend situation. Please
read each paragraph closely. Below each paragraph are several possible behaviors in
response to the situation. For each, please rate how likely you would be to respond to the
situation in that way. Remember that there are no right or wrong answers.
Sample Item Package
The Item As Presented to the Student

SITUATIONAL JUDGMENT TEST ITEM

After studying very hard for a math test, the test results are disappointing and you have
yet to do as well as expected. While you are currently proficient, you would like to move
up to the next level.
How likely are you to do each of the following?
Look over the test to see what questions you got wrong and work on those.
Decide there’s no point to studying so hard if you don’t get the results you want.
Keep on studying and trying to improve your results on the next test so that you can
move to the next level.
Blame the disappointing results on a bad test, because you studied very hard.
Compare your grades with other students.

FORCED-CHOICE ITEMS
Sample Items
Example 1
ITEM (SKILL) MOST LIKE ME LEAST LIKE ME
I do more than what my teachers expect of me.

(Tenacity / Grit)
I am concerned about other students’ well-being.

(Teamwork / Cooperation)

(Composure / Resilience)
Sample Item Package
Example 2
ITEM (SKILL) MOST LIKE ME LEAST LIKE ME
I keep a daily to-do list.

(Organization / Responsibility)
I get extremely nervous before quizzes.

(Composure / Resilience)
I am good at persuading my friends.

(Leadership / Communication Style)
Instructions
You will be provided with several groups of three statements. For each one, choose both the
statement that is MOST like you, and the statement that is LEAST like you. Do nothing with
the third statement. Some of these decisions might be difficult; please just do your best.
Remember that there are no right or wrong answers.
The Item As Presented to the Student

FORCED CHOICE ITEM

Below you will be provided with several groups of three statements. For each one,
choose both the statement that is MOST like you, and the statement that is LEAST like
you. Do nothing with the third statement. Some of these decisions might be difficult,
please just do your best. Remember that there are no right or wrong answers.
Most Like Me Least Like Me
I do more than what my teachers expect.
I am concerned about other students.
Sample Item Package
SUMMARY
The inclusion of three assessment methodologies (self-report, situational judgment test, and
forced-choice) represents a major strength of the Tessera assessment. The use of several
methodologies to assess the six constructs allows us to create more valid scores through
a “triangulation” approach. Furthermore, the situational judgment test and forced-choice
methods help to counter problems that commonly occur with self-report assessments. For
example, it is more difficult to fake responses when responding to these two methodologies.
Finally, the situational judgment test approach can be used formatively, as students’ responses
to real-to-life scenarios can be used as teachable moments.
MS3081
Comprehensive Theory of Action
INTRODUCTION
In the interest of providing evidence that this product is built upon a
solid foundation of scientific research and logic, we have developed
a comprehensive theory of action for the ACT® Tessera™ Social and
Emotional Learning Assessment System. Our comprehensive theory
of action has three components. First, an overview of the product
is provided. Second, a graphical depiction of the theory of action1 is
provided, which outlines the claims that we wish to make concerning
the mechanisms by which the assessment can impact a number of
valued societal outcomes. The third component is a description of the
empirical and logical foundation supporting these claims.
PRODUCT OVERVIEW
The Tessera Social and Emotional Learning Assessment System is being designed to assess the
Social and Emotional Learning skills of students in Middle (grades 6–8) and High School (grades
9–12). Social and Emotional Learning skills are personal characteristics that are distinct from
cognitive factors, or intelligence, and are commonly referred to as dispositions, psychosocial
skills, personality, personal skills, and character traits.2 Social and Emotional Learning skills
have been shown to be predictive of success in school,3 success at work,4 well-being,5 and
several other important life outcomes.6 Furthermore, emerging research evidence suggests that
these constructs are more amenable to change than previously thought.7
Nearly all Social and Emotional Learning skills can be crosswalked to the Big Five
personality factors.8 Table 1 on page 3 provides descriptions of the Big Five constructs and
their corresponding Tessera Social and Emotional Learning Assessment System facets.
Because the Big Five is supported by a large volume of compelling meta-analytic data
showing its utility for education, workforce, and life across a wide array of valued outcomes,
and in many countries, and because other frameworks are based on isolated studies, have
limited support, and/or appear to predict only specific, rather shallow outcomes,9 it is used
as the organizing framework for the Tessera Social and Emotional Learning Assessment
System.
1 Argyris & Schon, 1974 6 Ozer & Benet-Martinez, 2006; Roberts, Kuncel,
2 Kyllonen, Lipnevich, Burrus, & Roberts, 2014 Shiner, et al., 2007
3 Poropat, 2009 7 Roberts, Walton, & Viechtbauer, 2006
4 Hough & Oswald, 2008 8 Roberts, Martin, & Olaru, 2015
5 Steel, Schmidt, & Shultz, 2008 9 Kyllonen et al., 2014; Roberts et al., 2015
© 2017 by ACT, Inc. All rights reserved. www.act.org/act-tessera | 23

The assessments are designed to be taken online. Currently, two forms of assessment
feedback are provided.
First, an institutional report is generated which provides schools with aggregated data.
These are useful in allowing schools to compare their results with those of other schools,
in comparing subgroup results within schools (e.g., males vs. females), and in tracking a
school’s overall assessment performance over time.
Second, students receive a personalized feedback report. This report can be viewed
by the student, teachers, and parents. Feedback is provided at the level of the behavior.
For example, “You scored lower than most of your peers on attention to detail. This is
something that might be reflected in your not studying in an environment that is conducive
to studying or in . . . ”.
This feedback can also be used to inform interventions that will ultimately improve
students’ Social and Emotional Learning skills, thereby leading to improved outcomes, as
outlined in the theory of action (see Figure 1 on page 5). Later versions of the assessment
system will also include a unique teacher report and a unique parent report.
TESSERA BIG FIVE

CONSTRUCT/ CONSTRUCT/ DEFINITION
FACET FACET
Scores on this dimension are a function of personal goal

setting, trying to succeed at those goals, and striving to be
competent in school work (and related) activities. Scores
N/A CONSCIENTIOUSNESS
also reflect dependability, commitment to doing school
work (and related activities) correctly and carefully, and
being attentive to details.
Facet of conscientiousness that reflects the extent

ORGANIZATION/ DEPENDABILITY/ that a student is reliable, responsible, and dependable,
RESPONSIBILITY ATTENTION TO DETAIL pays attention to detail, and fulfills school (and
related) obligations.
Facet of conscientiousness that reflects the extent
that a student expends effort, and establishes and
ACHIEVEMENT-
TENACITY/GRIT maintains personally challenging achievement goals, in
EFFORT/PERSISTENCE
the process exerting effort towards task mastery in
different subject domains.
Scores on this dimension are a function of a student being

TEAMWORK/ pleasant, cooperative, sensitive to others, easy to get along
AGREEABLENESS
COOPERATION with, and having a preference for associating with other
members of the school community, broadly writ.
Scores on this dimension are a function of a student’s

COMPOSURE/ EMOTIONAL
poise, flexibility, and able to cope with pressure, stress,
RESILIENCE STABILITY
criticism, setbacks, personal and school-related problems.
Scores on this dimension are a function of being open-

minded, thoughtful, enjoying the process of thinking
CURIOSITY/ about and solving school problems, interested in different
OPENNESS
INGENUITY types of students and their points of view, accepting of
differences in fellow students, and being innovative and
creative in one’s school (and extra-curricular) work.
LEADERSHIP/ Scores on this dimension are a function of being assertive,

COMMUNICATION EXTRAVERSION persuasive, enthusiastic, and independent. To an extent
STYLE they also reflect a student’s level of sociability.
Table 1. Tessera Social and Emotional Learning Assessment System constructs, facets, labels, and their
definitions
METHODS
Each facet will be measured with three methods:
1. Self-report items, which will be answered on Likert-type rating scales, typically from
“Strongly Disagree” to “Strongly Agree.”
2. Situational judgment items that are text-based, perhaps with limited use of simple
graphics, will involve presenting students with scenarios and five possible responses to
those scenarios. Ratings of effectiveness for the five response options will range from
“Very Ineffective” (1) to “Very Effective” (5).
3. The forced-choice items,10 which involves selecting one self-report item from three of the
Big Five domains (broadly writ) and forming triplets, as shown below.
ITEM MOST LIKE ME LEAST LIKE ME
I do more than what my teachers expect of me.
I am concerned about my fellow students’ welfare.
I cope well with tough assignments.
Table 2. Forced-choice items.
10 Brown & Maydeu-Olivares, 2011; Stark, Chernyshenko, & Drasgow, 2011
THEORY of ACTION
Our theory of action for the assessment is in Figure 1 below. The assessment components
are listed in the table on the far left of the figure. The claims we are making are contained
in the curved rectangular boxes. The process by which the use of the assessment leads to
the claims is denoted by arrows. In Figure 1, these are labeled by the numbered circles.
Empirical evidence and logical arguments supporting the claims are outlined below.
In summary, this comprehensive theory of action demonstrates that the Tessera Social and
Emotional Learning Assessment System provides students and schools with actionable
insights by reliably and validly measuring six important Social and Emotional Learning
skills and providing clear feedback on these skills. It also demonstrates that these skills
are sensitive to intervention and that developing these skills has important consequences,
including improved performance in high school and college, increased retention in high
school and college, increased career success, and increased well-being. As such, the
potential value and utility of the Tessera Social and Emotional Learning Assessment System
is difficult to overstate.
Tessera ™
Next Generation Social and Students Improve Their Skills

Emotional Learning
Assessment System
Organization/Responsibility
5 7
Tenacity/Grit
Teamwork/Cooperation
Composure/Resilience 6
9
Curiosity/Ingenuity
Leadership/Communication Style 4 Increased Increased HS
Learning Retention
8 10
Increased
1 College
Learning
12
11
Students Users are
provide honest provided with These skills
responses 2 information and 3 are sensitive to Increased
to the feedback about intervention College
assessment these skills 16 Retention
13
15 14
Increases Life
Satisfaction/ Increased
Well-Being 17 Career Success/
Satisfaction
Table 1. Theory of action for the Tessera Social and Emotional Learning Assessment System
DESCRIPTION of EMPIRICAL and LOGICAL FOUNDATION

The following pages provide the empirical and logical arguments that support each
claim in Figure 1. Each argument box contains three pieces of information: (1) Specific
research evidence (or logical arguments) that supports how the assessment may lead to the
identified claim; (2) a general statement about associated challenges in today’s schools and
workplaces, and (3) how the assessment helps address both the research and the challenges.
1. WHEN STUDENTS TAKE THE ASSESSMENT, THEY PROVIDE HONEST

RESPONSES TO THE ASSESSMENT
RESEARCH/LOGIC ARGUMENT
We apply both logic- and research-based arguments to this claim. First, the assessment is a
low-stakes assessment. That is, no decisions will be made based on the assessment results.
Rather, the assessment will be used for development purposes. Thus, students should not
be motivated to “fake” their assessment results. Faking to receive uninformative feedback
would clearly be to the detriment of the student.
If students do for some reason decide to fake their responses, the three assessment
methodologies are clearly differentially sensitive to the effects of faking (and in the same
order): Self-assessments, followed by situational judgment tests (SJTs), then forced-choice
assessments. Self-assessments are clearly easy to fake and much research has demonstrated
that people do indeed fake self-report assessments in high-stakes situations.11 While they
are still suspect to faking, SJTs are more difficult to fake than self-report assessments.
Hooper, Cullen, and Sackett (2006) reviewed evidence that SJTs are less prone to faking than
self-report assessments, pointing to the promise of SJTs as a method of addressing faking
issues in education. Finally, forced-choice assessments are very difficult to fake because
the options are matched on social desirability, making it difficult to discern which of the
options is “best.”12
A tangential issue that is important is the possibility that student responses will be
inaccurate because of self-deception. They may feel that they are more skilled than they
truly are. Note, however, that the claim is that students provide honest responses. Students
can provide honest responses that are self-deceptive. Furthermore, we see evidence of
self-deception as an important opportunity for intervention, as an intervention can target
these inaccurate self-beliefs. Self-deception is likely a greater issue for self-report and
forced-choice items than it is for SJT items because SJT items are likely more behaviorally
based. Thus, larger than average discrepancies between SJT responses and self-report/
forced-choice responses may indicate self-deception. Pilot testing may thus indicate that SJT
responses should be considered the “most valid” of the assessment methodologies employed.
THE CURRENT CHALLENGE

Students can fake their responses to self-report items if they so desire. To a lesser extent
they might also be able to fake their responses to SJTs. It is highly unlikely that they will be
able to fake their responses to forced-choice assessments. To the extent that students fake
their responses, the assessment’s validity can be called into question.
THE SOLUTION
It is unlikely that students will fake responses to the Tessera Social and Emotional Learning
Assessment System because the intended purpose of the assessment is relatively low-stakes.
In the unlikely event that they do attempt to fake, they will have difficulty faking the SJT
portion of the assessment, and they should f ind it extremely difficult to fake the forced-
choice portion.
11 Ziegler, MacCann, & Roberts, 2011

12 Stark, Chernyshenko, & Drasgow, 2005
2. HONEST RESPONSES ALLOW US TO PROVIDE USERS WITH

INFORMATION AND FEEDBACK ABOUT THESE SKILLS
The ability to provide accurate information and feedback about these skills hinges on
the ability to measure them reliably and validly. Honest responses mean that the validity
of the assessment will not be compromised by faking. Beyond that, several decades of
research in the assessment of Social and Emotional Learning skills, and specifically in
the assessment of personality, has demonstrated that personality can indeed be measured
reliably and validly.13 In fact, the decades of psychometric work on measures of the Big Five
factors provide increased certainty that the various components of the Tessera Social and
Emotional Learning Assessment System will be reliable and valid, something that cannot
be said for several scales that are often used in education.14 Further, several organizations
have been in the practice of providing information and feedback to users on their Social
and Emotional Learning skills for many years. See http://www.act.org/content/dam/act
/unsecured/documents/TalentScoreReport.pdf and http://www.hoganassessments.com/sites
/default/files/Basis%20-%20US%20English.pdf for just two examples.

The ability to provide accurate information and feedback on Social and Emotional
Learning skills hinges on the ability to reliably and validly assess these skills and to
provide reports of these skills.
THE SOLUTION
Several decades of research has demonstrated that Social and Emotional Learning skills
can indeed be reliably and validly assessed. The previous discussion in Point 1 also
demonstrates that faking is not a large concern for the Tessera Social and Emotional
Learning Assessment System. Finally, several proofs-of-concept are available that provide
examples of how information and feedback can be tailored.
3. ASSESSMENT FEEDBACK WILL INFORM INTERVENTIONS AND THESE

SKILLS ARE SENSITIVE TO INTERVENTION
This claim has two statements. The first statement, “assessment feedback will inform
interventions” requires a logical argument. Simply put, parents and teachers can know
where to target interventions only if they have accurate information of where their
students stand on specific Social and Emotional Learning skills. Assessment feedback that
is developed using reliable and valid measurement will provide an accurate picture of
these skills. As stated in Point 2, personality assessment has a long history of reliable and
valid measurement, and providing feedback around these measures is commonly done by
several organizations.
Research evidence suggests that Social and Emotional Learning skills are sensitive to
intervention. It is important to note that the interventions that follow the Tessera Social and
Emotional Learning Assessment System assessments will target behavioral
13 see Boyle, Matthews, & Sokolfsky, 2008 for an extensive review

14 see Thomas, Kuncel, & Crede, 2007 for one example
manifestations of personality traits rather than the traits per se. Our view is similar to one
outlined recently by Sackett and Walmsley (2014):
[V]arious lines of evidence support the notion that even if underlying dispositions prove quite fixed, patterns
of behavior reflecting an attribute are indeed changeable. Some people may find it dispositionally quite easy
to keep track of multiple work tasks and projects, whereas others may realize that they are not dispositionally
detail oriented. Nonetheless, if persuaded that workplace success requires organization and order, they may
learn to make use of day planners, checklists, and various other aids to behave in counter dispositional, yet
effective, ways in the workplace. Thus, we do not view fixed dispositions as an impediment to making use of
findings that particular attributes are important at work as the basis for interventions (p. 541).
The prerequisite to demonstrating sensitivity to intervention is to demonstrate the

potential of malleability. In their meta-analysis of mean level personality change through
the lifespan, Roberts, Walton, and Viechtbauer (2006) found that personality is not fixed,
rather, people become more Agreeable, Conscientious, Emotionally Stable, Open to
Experience, and socially dominant as they age. They also demonstrate lower social vitality.
Individual studies of children and adolescents have also demonstrated some personality
change at young ages. For example, a 3-year longitudinal study of 6-to-9-year-old children
showed decreases in Extraversion and Openness, and an increase in Agreeableness.15 A
nationally representative study of Estonian school children uncovered some interesting
2-year developmental trends: 12–14-year-olds increased in Emotional Stability and
Extraversion but decreased in Agreeableness, 14–16-year-olds increased in Emotional
Stability, Extraversion, and Openness, and 16–18-year-olds increased in Openness.16
Some cross-sectional research has found that there are indeed age differences in facets
of personality.17 Although ideally this research would have a longitudinal design, it does
provide some evidence that personality also changes at the facet level. More specifically,
in general older individuals are higher than younger people in: the Conscientiousness
facets of self-discipline and order, the Agreeableness facets of altruism and compliance,
and the Openness facets of ideas and aesthetics. Conversely, older individuals are lower
than younger people in the Emotional Stability facets of anxiety and depression, and the
Extraversion facets of assertiveness and activity. It is important to note that a noticeable dip
occurs between the ages of 10 and 15 years such that people become less conscientious, less
agreeable, less extraverted, less open, and less emotionally stable. If this dip is found to be
associated with problems in school, this may prove to be a crucial period of time in which
to intervene with students.

Assessment feedback can inform interventions only if it is based on reliable and valid
scores derived from our measures. Social and Emotional Learning skills must have the
potential to be malleable if they are to be sensitive to intervention.
THE SOLUTION
The Tessera Social and Emotional Learning Assessment System reliably and validly
assesses student Social and Emotional Learning skills, and provides feedback to schools
and students that can be used by students, teachers, and parents. (Future iterations will
include unique teacher and parent feedback.) Importantly, research has demonstrated that
these Social and Emotional Learning skills are malleable.
15 Prinzie & Deković, 2008
16 Pullmann, Raudsepp, & Allik, 2006
17 Soto, John, Gosling, & Potter, 2011
4. INTERVENTIONS WILL HELP STUDENTS IMPROVE THEIR SKILLS

There have been many research demonstrations of purposeful Social and Emotional
Learning skill growth through interventions. A new meta-analysis of 187 studies of clinical
interventions found that, over an average of 24 weeks, the interventions were associated
with changes in personality trait measures.18 There was evidence that interventions
changed each of the Big Five factors, with the largest changes on average occurring for
emotional stability and extraversion. Furthermore, Social and Emotional Learning (SEL)
programs have demonstrated helping students improve their ability to recognize and
manage emotions (composure/resilience), set goals (tenacity/grit), and work well with
others (teamwork/cooperation). A meta-analysis found that SEL programs had a positive
influence on K–8 grade students’ Social and Emotional Learning skills, attitudes toward self
and others, prosocial behavior, and emotional distress.19 Students who took part in these
programs also improved their academic performance.
Importantly, De Fruyt, Wille, and John (2015) recently cited a study in which they
crosswalked SEL skill to the Big Five factors. As stated on page 279:
Recently, Primi, Santos, John, and De Fruyt (2015) examined the underlying structure of eight instruments
that are frequently used to assess social-emotional skills in childhood and adolescence in Brazil. They found a
structure that showed strong parallels, but was not isomorphic, with the dimensions of the five-factor model of
personality—that is, Extraversion, Agreeableness, Emotional Stability (Neuroticism), Openness to Experience,
and Conscientiousness, supplemented with a sixth dimension referring to Negative Valence.
Furthermore, the Organization for Economic Cooperation and Development (OECD)

recently published a paper in which they crosswalked SEL frameworks to the Big Five
factors.20 For example, a crosswalk to the Collaborative for Academic, Social, and Emotional
Learning’s (CASEL) framework showed the following relations: self-awareness (curiosity/
ingenuity), self-management (composure/resilience), social awareness and relationship
skills (leadership/communication style), and responsible decision-making (organization/
responsibility). Note that agreeableness is not included, indicating that the Big Five
encompasses a wider range of factors than the CASEL framework.
Additionally, other interventions in schools have demonstrated promise in improving

Social and Emotional Learning skills. Classroom interventions designed to improve
critical thinking skills (curiosity/ingenuity) have been shown to be effective in improving
metacognitive awareness and monitoring of one’s learning of reading passages.21 A self-
regulation intervention that focused on improving self-control had significant effects
on delayed children’s self-regulation and improved academic performance for children
generally.22 Finally, interventions designed to reduce the negative emotionality and worry
that comes with test anxiety (composure/resilience) have been demonstrated to improve
test performance.23
18 Roberts, Luo, Chow, et al., 2015

19 Durlak, Weissberg, Dymnicki et al., 2011
20 John & De Fruyt, 2015
21 Burke & Williams, 2008; Haller, Child, & Walberg, 1988
22 Tominey & McClelland, 2011
23 Hembree, 1988

Social and Emotional Learning interventions are valuable only to the extent that they can
improve upon students’ skills.
THE SOLUTION
assesses student Social and Emotional Learning skills and provides feedback to schools and
students that can be used by students, teachers, and parents. (Future iterations will include
unique teacher and parent feedback.) This will aid in the effective implementation (and
ultimately evaluation) of interventions. These interventions can then improve students’
skills.
5. IMPROVED SOCIAL AND EMOTIONAL LEARNING SKILLS LEAD

TO INCREASED LEARNING IN K–12
There is substantial research evidence that Social and Emotional Learning skills are
related to learning in K–12, as indicated by GPA. For example, meta-analyses have found
that all of the Big Five personality factors predict academic performance in primary
grades.24 Although most of the factors cease to remain as significant predictors in later
grades, Conscientiousness remains a significant predictor in secondary and tertiary
education.25 In fact, in this meta-analysis, Conscientiousness was shown to predict GPA just
as well as cognitive ability in tertiary education.
Although less research on the topic is available, there is some evidence that some of the
specific facets of personality are also predictive of GPA. In one study, MacCann, Roberts,
and Duckworth (2009) found that industriousness (tenacity/grit), control, planning (similar
to organization/responsibility), and perseverance (tenacity/grit) all significantly predicted
high school grades. Furthermore, a large-scale study found that 7th and 8th grade students’
scores on measures of academic discipline (tenacity/grit) and orderly conduct (related
to Conscientiousness and Agreeableness) predicted their grades in 9th and 10th grade
incrementally over SES, gender, race, achievement test scores, and prior grades.26

Social and Emotional Learning skills are clearly important for learning in K–12. However,
most students are not assessed on their Social and Emotional Learning skills in a reliable
and valid manner. Thus, parents and teachers have little information on their students’
standings on these factors. As such, they have little information on which to base
interventions that can ultimately improve student learning.
THE SOLUTION
assesses student Social and Emotional Learning skills and provides feedback to schools
include unique teacher and parent feedback.) This will aid in the effective implementation
of interventions that can result in increased student learning.
24 Poropat, 2008, 2014

25 Poropat, 2009
26 Casillas, Robbins, Allen, et al., 2012
6. INCREASED LEARNING IN K–12 LEADS TO INCREASED RETENTION

IN K–12
Perhaps unsurprisingly, grades and academic achievement are highly predictive of
whether a student will ultimately drop out of high school. For example, a detailed analysis
of the Philadelphia public high school freshman class of 2000 found that each of the
following factors, as measured in 8th graders, independently predicted dropping out: low
attendance, poor grades in core courses, being over age for one’s grade, and being male.27
A student had at least a 75% chance of dropping out if he/she: 1) attended school less than
80% of the time in eighth grade, and 2) failed mathematics and/or English during the eighth
grade. They also categorized 9th grade students as “at risk” who were categorized as “at
risk” in 8th grade if they: 1) attended school less than 70% of the time in ninth grade,
2) earned fewer than 2 credits during the ninth grade, and 3) were not promoted to the
tenth grade on time. Overall, 80% of 8th and 9th grade students who were categorized as “at
risk” eventually dropped out of high school.
Longitudinal studies conducted by Allensworth (2005) and Roderick (1994) also produced
similar results. For example, in a study of students in the Chicago Public Schools, Allensworth
(2005) created an indicator variable designating whether 9th grade students were “on track”
to graduate. Students were classified as not “on track” if they possessed two of the risk factors
of attendance, GPA, credits earned, and failing grades. This indicator was 85% accurate in
predicting high school graduation.28 Furthermore, in research conducted in the early 1990s
investigating a small school district in Massachusetts, Roderick (1994) found that students
who showed the largest drop in performance in the transition from elementary school to
middle school, and from middle school to high school, were the most likely to drop out.

As stated in Point 5, Social and Emotional Learning skills are clearly important for learning
in K–12. Point 6 further makes the assertion that learning is important for K–12 retention.
Thus, Social and Emotional Learning skills should be important for retention via learning.
However, most students are not assessed on their Social and Emotional Learning skills in
a reliable and valid manner. Thus, parents and teachers have little information on their
students’ standings on these factors. As such, they have little information on which to base
interventions that can ultimately improve student retention.
THE SOLUTION
include unique teacher and parent feedback). This will aid in the effective implementation
of interventions that can result in increased student retention.

TO INCREASED RETENTION IN K—12
Research has found that Social and Emotional Learning skills are important for retention
in education. One longitudinal study employing a representative sample of United States
27 Neild & Balfanz, 2006

28 Allensworth, 2005
citizens looked at the relationship of 9th–12th grade students’ responses to a personality

assessment and their level of educational attainment 11 years later.29 In this work, a
1 standard deviation increase in each Big Five personality factor was associated with
increased educational attainment.
BIG FIVE PERSONALITY FACTOR INCREASE IN EDUCATIONAL ATTAINMENT

Extraversion 1.8 months
Agreeableness 2 months
Conscientiousness 2.7 months
Emotional Stability 2 months
Openness 2.5 months
Table 2. Tessera Social and Emotional Learning Assessment System _________
By point of comparison, going up 1 standard deviation in socioeconomic status was

associated with 8.3 additional months of education. Other nationally representative
studies have found similar results. For instance, one nationally representative study found
that, after controlling for age, gender, and ethnicity, Openness and Conscientiousness
significantly and positively predicted educational attainment.30 Extraversion and
Agreeableness, however, slightly negatively predicted attainment, while Emotional
Stability was unrelated.
Additionally, a new study looked at predicting on time high school graduation with
narrower, facet-like, measures.31 In this study, 4,660 middle school students were
administered personality measures and whether they graduated high school on-time
(or did not graduate) was examined several years later. Results revealed that orderly
conduct (related to conscientiousness and teamwork/cooperation) and optimism (related
to leadership/communication style) directly predicted on-time high school graduation.
Academic discipline (related to conscientiousness) also predicted on-time graduation, as
mediated through high school GPA.

Social and Emotional Learning skills are important for retention in K–12. However, most
students are not assessed on their Social and Emotional Learning skills in a reliable
interventions that can ultimately improve student retention.
THE SOLUTION
of interventions that can result in increased student retention in K–12.
29 Damian, Su, Shanahan, et al., 2014

30 Goldberg, Sweeney, Merenda, & Hughes, 1998
31 Moore, Way, Casillas, et al., in press
8. INCREASED LEARNING IN K–12 LEADS TO INCREASED LEARNING

IN COLLEGE
Research demonstrates that prior academic achievement is a strong predictor of learning
in college. In a comprehensive meta-analysis of predictors of academic performance at all
levels of schooling, Poropat (2009) found that academic achievement (ACT/SAT scores) was a
strong predictor of course grades at the postsecondary level (see also Richardson, Abraham,
& Bond, 2012 for another recent meta-analysis). National validity studies have reached the
same conclusion with results indicating that ACT and SAT scores predict GPA throughout
the college career.32 High school grade point average is also a strong predictor of college
grades and, in fact, tends to be slightly more predictive of grades than standardized test
scores.33

Point 5 provided evidence that Social and Emotional Learning skills are related to learning
in K–12. Point 8 provides evidence that learning in K–12 is related to learning in college.
Thus, Social and Emotional Learning skills should be related to learning in college
through their impact on learning in K–12 (see Point 9 for direct effects). However, most
K–12 students are not assessed on their Social and Emotional Learning skills in a reliable
standings on these factors. As such, they have little information on which to base K–12
interventions that can ultimately increase learning in college.
THE SOLUTION
of interventions that can result in increased student learning in K–12, and thus, increased
learning in college.

TO INCREASED LEARNING IN COLLEGE
Meta-analyses and large-scale studies have found that Social and Emotional Learning
skills predict learning in college, as indicated by GPA. In his meta-analysis, Poropat (2009)
found that Conscientiousness significantly predicted college GPA, and that it predicted GPA
as strongly as did cognitive ability.34 Similarly, a more recent meta-analysis demonstrated
that Conscientiousness consistently predicted college GPA across a number of Big Five
personality measures.35 These authors also found statistically significant but weaker
prediction for Agreeableness, Openness, and Emotional Stability. Another meta-analysis
found that typical intellectual engagement (related to openness), openness, and test-
anxiety (related to emotional stability) all predicted knowledge and achievement in college
students.36 Finally, a large-scale study of college students employing 4 samples found that
32 Mattern & Patterson, 2011; Radunzel & Noble, 2012

33 Mattern & Patterson, 2011
34 Richardson et al., 2012
35 McAbee & Oswald, 2013
36 Ackerman & Heggestad, 1997
Conscientiousness predicted grades in each of the 4 samples, and Openness predicted

grades in 3 of the 4.37
Other meta-analyses have investigated how well facet-like measures predict grades in
college. One extensive analysis found several significant predictors of college GPA that
can be crosswalked to the Tessera Social and Emotional Learning Assessment System
framework. These include need for cognition (curiosity/ingenuity), optimism (leadership/
communication style), academic intrinsic motivation (tenacity/grit), test anxiety
(composure/resilience), and time management (organization/responsibility).38 Another
meta-analysis found that achievement motivation (tenacity/grit) and academic goals
(tenacity/grit) both predicted college GPA.39

Several meta-analyses have demonstrated that Social and Emotional Learning skills are
related to learning in college. However, most students are not assessed on their Social and
Emotional Learning skills in a reliable and valid manner. Thus, parents and teachers have
little information on their students’ standings on these factors. As such, they have little
information on which to base interventions that can increase learning in college.
THE SOLUTION
of interventions that can result in increased student learning in college.
10. INCREASED RETENTION IN K–12 LEADS TO INCREASED LEARNING

IN COLLEGE
Most students are not able to enroll in college unless they graduate high school or earn a
GED. People who are not in college cannot learn anything in college.

Point 7 provides evidence that improved Social and Emotional Learning skills can lead to
increased retention in K–12. Thus, improved Social and Emotional Learning skills should
also lead to increased learning in college via the increased K–12 retention pathway (see
Point 9 for direct evidence). However, most students are not assessed on their Social and
Emotional Learning skills in a reliable and valid manner. Thus, parents and teachers have
little information on their students’ standings on these factors. As such, they have little
information on which to base interventions that can increase learning in college.
THE SOLUTION
of interventions that can result in increased student learning in college.
37 Noftle & Robins, 2007

38 Richardson, et al., 2012
39 Robbins, Lauver, Le, et al., 2004
11. INCREASED LEARNING IN COLLEGE LEADS TO INCREASED

COLLEGE RETENTION
Research shows that the single best predictor of college retention is college GPA,40 and,
in fact, grades predict college completion over several demographic characteristics.41
Generally, researchers use freshman GPA to predict college retention.42 In addition, more
recent research suggests that the effects of many often-studied retention-related variables
are mediated by first-year academic performance (though one might expect reciprocal
relationships between motivation and performance). For example, Allen and Robbins
(2010) found that the effect of student motivation, precollege educational achievement and
academic performance, and family income on degree attainment was mediated by first-
year academic performance for both 2- and 4-year college students.

As noted in Point 9, improved Social and Emotional Learning skills can lead to increased
learning in college. Thus, improved Social and Emotional Learning skills can lead to
increased college retention via the college learning pathway. However, most students are
not assessed on their Social and Emotional Learning skills in a reliable and valid manner.
Thus, parents and teachers have little information on their students’ standings on these
factors. As such, they have little information on which to base interventions that can
increase college retention.
THE SOLUTION
of interventions that can result in increased student learning in college and thus also
increased college retention.

TO INCREASED COLLEGE RETENTION
Point 7 describes the research on personality and educational attainment. This research
applies to college retention as well as it does to high school retention. Additionally, meta-
analysis has shown that facet-level Social and Emotional Learning skills are predictive of
college retention. Robbins et al. (2004) found that academic goals (tenacity/grit) are highly
predictive of retention. They also found that achievement motivation (tenacity/grit) is
also predictive of retention, but not as strongly as academic goals. Furthermore, a study
of 23 institutions of higher education and 6,590 students found that academic discipline
(organization/responsibility) was positively related to retention to the third year of college,
and that relationship was mediated by first-year GPA.43
Much of the influence of Social and Emotional Learning skills on college retention likely
occurs through its impact on adjustment to college.44 Adjustment to college includes how
40 Pascarella & Terenzini, 2005

41 Adelman, 1999
42 Adelman, 1999; Murtaugh, Burns, & Schuster, 1999
43 Allen, Robbins, Casillas, & Oh, 2008
44 Crede & Niehorster, 2012
well one adjusts academically, socially, personally/emotionally, and how attached one feels
to their institution. A meta-analysis found that each of these types of adjustment predicted
retention.45 Importantly, four of the five Big Five personality traits predicted adjustment.
Strengths of relationships of personality traits to adjustment generally followed this order:
Emotional Stability, Conscientiousness, Agreeableness, and Extraversion.

Social and Emotional Learning skills are important for retention in college. However,
interventions on that can ultimately improve student retention.
THE SOLUTION
of interventions that can result in increased student retention.
13. INCREASED COLLEGE LEARNING LEADS TO INCREASED CAREER

SUCCESS AND SATISFACTION
Research has established that learning in college, as indicated by GPA, is predictive of
career success. An oft-cited meta-analysis of the predictors of job performance found that
college GPA predicted supervisor ratings of job performance, promotion on the job, and job
training success.46 A second meta-analysis later confirmed that college GPA is indeed a valid
predictor of job performance.47 Additionally, to the extent that graduate school performance
can be equated to job performance, both college GPA and college achievement (as indexed
by the Graduate Record Examinations) were demonstrated to be valid predictors of job
performance by a meta-analysis by Kuncel, Hezlett, and Ones (2001).
Supporting these findings, a recent study of adult skills by the OECD (2013) found that many
of the skills taught in college (e.g., literacy, numeracy, and problem-solving) are linked
to positive work outcomes, such as employment and earnings. For workers in the United
States, the study revealed about a 12% increase in an individual’s wages for every standard
deviation increase in skills.
Job performance is also related to job satisfaction. As one might suspect, those who are better
at their jobs are also happier on their jobs. An extensive meta-analysis of this relationship
found that the true correlation between job performance and job satisfaction was .30.48 Thus,
it can be reasoned that learning in college is also associated with job satisfaction.

Increased learning in college is clearly related to career success and satisfaction. As stated
above, improved Social and Emotional Learning skills are important for learning in
college. However, most students are not assessed on their Social and Emotional Learning
45 Crede & Niehorster, 2012
46 Hunter & Hunter, 1984
47 Roth, BeVier, & Schippman, 1996
48 Judge, Thoresen, Bono, & Patton, 2001
skills in a reliable and valid manner. Thus, parents and teachers have little information on
their students’ standings on these factors. As such, they have little information on which to
base interventions on that can ultimately improve career success and job satisfaction.
THE SOLUTION
of interventions that will improve Social and Emotional Learning skills and ultimately
improve career success and job satisfaction.
14. INCREASED COLLEGE RETENTION LEADS TO INCREASED CAREER

SUCCESS AND SATISFACTION
It follows logically from Point 13 that those who have high retention in college should have
better career success and satisfaction than those who have lower college retention. The
more one persists in school, the more one should learn. This learning should serve workers
well on the job.
Furthermore, it is clear from research in labor economics that earning a college degree
is an important key for success in the 21st century. Research shows that the majority of
new jobs created in the United States by the year 2018 are projected to require at least a
college degree,49 but the United States will produce far too few college graduates to fill these
openings. Individuals who attain a higher level of education tend to earn more over their
lifetime.50 Over the course of a 40-year career, those with just a high school diploma earn on
average $1 million less (in 2009 dollars) than those with a bachelor’s degree and nearly
$2 million less (also in 2009 dollars) than those with a graduate degree.

Social and Emotional Learning skills are clearly important for college learning and hence
for career success. However, many college students are not sufficiently prepared for their
later work life. Insufficient preparation during college and a lack of knowledge about
necessary Social and Emotional Learning skills may lead to issues for students when
entering work life.
THE SOLUTION
of interventions that can result in increased college learning and career success.

TO INCREASED CAREER SUCCESS AND SATISFACTION
The influence of the Big Five on work-related outcomes and behavior has been assessed
in many studies, which cumulatively account for several hundreds of thousands of
49 Bureau of Labor Statistics, 2013; Carnevale, Smith, & Strohl, 2010
50 Carnevale, Rose, & Cheah, 2011
persons.51 Greater Conscientiousness positively predicts performance and behavior in

work life, and also greater job satisfaction.52 The influence of the other Big Five factors,
however, should not be underestimated. In addition, integrity, which targets the tendency
to behave honestly, also predicts job performance.53 Importantly, both Conscientiousness
and integrity provide incremental validity in the prediction of job performance beyond
cognitive ability.54 Agreeableness is the strongest predictor of counterproductive workplace
behaviors,55 which can cost the labor market millions (perhaps billions) of dollars per year.
It is also substantially related to organizational citizenship behavior. The other Big Five
factors have been shown to be related to more specific job performance: Managers perform
better when being more extraverted, higher Emotional Stability and Agreeableness
improve teamwork and interaction with others (e.g., clients), whereas higher Openness
enhances training proficiency. In addition, job satisfaction is predicted by each of the Big
Five personality traits except Openness to Experience.56
One longitudinal study employing a representative sample of United States citizens looked
at the relationship of 9th–12th grade students’ responses to a personality assessment and
their income and occupational prestige 11 years later.57 In this work, a 1 standard deviation
increase in each Big Five personality factor was associated with increased annual income
and job prestige.
BIG FIVE PERSONALITY FACTOR INCREASE IN ANNUAL INCOME -

EXACT NUMBERS
Extraversion $2,419
Agreeableness $1,209
Conscientiousness $1,814
Emotional Stability $1,814
Openness $1,209
Table 3. Tessera Social and Emotional Learning Assessment System _________
By point of comparison, going up 1 standard deviation in socioeconomic status was

associated with $4,233 in additional annual income.
Finally, a study of a nationally representative sample of 18- and 19-year-old Swedish

men found that a 25-minute interview designed to measure characteristics such as
responsibility, independence, outgoingness, persistence, Emotional Stability, and initiative
was a better predictor of wages and unemployment 14–21 years later than were measures
of cognitive ability.58
51 Barrick, Mount, & Judge, 2001; Berry, Ones, & Sackett, 2007; Judge, Rodell, Klinger, Simon, & Crawford, 2013;
Sackett & Walmsley, 2014
52 Judge, Heller, & Mount, 2002; Sackett & Walmsley, 2014
53 Ones, Viswesvaran, & Schmidt, 1993; Van Iddekinge, Roth, Raymark, & Odle-Dusseau, 2012
54 Schmidt & Hunter, 1998
55 Berry, Ones, & Sackett, 2007; Judge, Klinger, Simon, & Yang, 2008; Nye, Rounds, & Drasgow, 2012; Ones et al.,
1993; Salgado, 2002; Van Iddekinge et al., 2012
56 Judge & Bono, 2001; Judge, Heller, & Mount, 2002
57 Damian, et al., 2014
58 Lindqvist & Vestman, 2011

Social and Emotional Learning skills are clearly important for career outcomes such as
performance, counterproductive workplace behavior and satisfaction. However, most
students are not assessed on their Social and Emotional Learning skills in a reliable
interventions that can ultimately improve their work life.
THE SOLUTION
of interventions that can result in increased work related outcomes.

TO INCREASED LIFE SATISFACTION AND WELL-BEING
The relation between life satisfaction and Social and Emotional Learning factors has
been studied extensively. There is evidence of substantial effects of several of the Big Five
Factors on overall life satisfaction. Meta-analysis shows that all of the Big Five factors,
except Openness, are substantially related to longevity or mortality.59 In addition, another
meta-analysis found that low Conscientiousness is predictive of a number of risky health
behaviors, such as tobacco and alcohol use, risky driving, and risky sexual behavior; while
high Conscientiousness is predictive of positive health behaviors, such as exercising and
eating right.60 Extraversion, Emotional Stability, and Conscientiousness are important
predictors of happiness or overall life satisfaction,61 particularly when measured at the
facet level.62 These relations have the same magnitude as SES and cognitive ability.63 Taken
together, they can account for life satisfaction variance up to 41% or 63% unattenuated.64

Social and Emotional Learning skills are clearly important for life outcomes. However,
interventions that can ultimately improve their life satisfaction and well-being.
THE SOLUTION
of interventions that can result in increased life satisfaction and health related outcomes.
59 Almlund, Duckworth, Heckman, & Kautz, 2011; Borghans, Duckworth, Heckman, Weel, 2008; Roberts et al.,
2007
60 Bogg & Roberts, 2004
61 Diener & Lucas, 1999; Roberts et al. 2007
62 Schimmack, Oishi, Furr, & Funder, 2004; Schimmack, Radhakrishnan, Oishi, Dzokoto, & Ahadi, 2002
63 Roberts et. al, 2007
64 Steel, Schmidt, & Schultz, 2008
17. IMPROVED JOB PERFORMANCE AND SATISFACTION LEAD

TO INCREASED LIFE SATISFACTION AND WELL-BEING
Based on OECD statistics, the average working time in the United States is around
1,800 hours per year in 2014. Since work life occupies a large proportion of life, the
influence of job satisfaction on overall life satisfaction is non-trivial. There is substantial
research evidence that job satisfaction is related to life satisfaction. A meta-analysis
covering more than 350 job-satisfaction/life-satisfaction relationships reported in
23 widely varying studies65 showed that for more than 90% of the cases, the direction of
this relationship is positive. The other 10% of cases suffered from unreliable measurement
of satisfaction. The relationship between job satisfaction and overall life satisfaction is
typically modest, with correlations around .30.

Job satisfaction plays an important role in overall life satisfaction. Job satisfaction is clearly
not only dependent on monetary rewards, but also influenced by other factors. However,
most of the relevant Social and Emotional Learning skills are not assessed in a reliable and
valid manner.
THE SOLUTION
of interventions that can result in increased life satisfaction and well-being.
CONCLUSION
Research has demonstrated that globally the most widely used and useful taxonomy for
classifying Social and Emotional Learning skills is the Big Five personality factors, and
thus the creators of the Tessera Social and Emotional Learning Assessment System adopted
this framework as its organizing taxonomy. Decades of research has demonstrated that
the Big Five personality factors predict a host of important outcomes, including improved
performance in high school and college, increased retention in high school and college,
increased career success, and increased well-being. To mitigate potential problems related
to faking and/or lack of accurate self-insight, the Tessera Social and Emotional Learning
Assessment System utilizes three methods to assess Social and Emotional Learning skills.
This methodology leads to reliable and valid assessment of these Social and Emotional
Learning skills and the assessment, when used in conjunction with the school and student
feedback reports, results in a powerful system designed to help students achieve school,
career, and personal success.
65 Rice, Near, & Hunt, 1980
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Next Generation Social and Emotional

Learning Assessment System

ACT® Tessera™ makes it easy by providing

ACT® Tessera™ Review Package

INTRODUCTION TO THE ACT® TESSERA™ SOCIAL

In addition, there’s evidence that some Social and Emotional

FIRST THINGS FIRST

SNAPSHOT accountability systems.

INDIVIDUAL STUDENT REPORT (EXCERPT)

one for high school students

more reliable, valid results Response Option

You choose the unfamiliar topic

because you think it will impress the

Easy to administer online You choose the familiar topic, but

You choose the unfamiliar topic

 eports that are user-friendly

Curiosity / Ingenuity: What is it?

 trengthens and supports

student self-knowledge, • Enjoy learning new things very much work!

• Be extremely curious and imaginative

goal-setting and growth

Contact us for a Tessera walkthrough

MULTIDIMENSIONAL, COMPREHENSIVE, AND

Next Generation Social and Emotional

SELF-REPORT ITEM Next Generation Social and Emotional

I finish my homework assignments before they are due.

I do more than what my teachers expect.

I am concerned about other students.

I cope well with stressful assignments.

Each skill area is assessed using three different techniques:

2  Situational judgment test items. Students are presented with several

3  Forced-choice test items. Students are presented with several

Sample Student Report

ACT® TESSERA™ RESULTS, INSIGHTS

Individual Student Report

INTRODUCTION TO THE ACT TESSERA SOCIAL

SKILL DESCRIPTION • Each of these skills

Tenacity / Grit: Where are you now?

• The more stars you

YOUR TESSERA SCORES AT A GLANCE

Tenacity / Grit: Where are you now?

How do you currently see yourself?

What would you do in a real-world situation? One Example:

Ask the teacher to read your paper

Tenacity / Grit: What is it?

Organization / Responsibility: Where are you now?

How do you currently see yourself?

What would you do in a real-world situation? One Example:

Ask the teacher whether she will

Turn in the assignment as it is,

Try to make sure that at least some of

Offer to format everything together

Organization / Responsibility: What is it?

The extent to which you tend to be reliable, responsible, and dependable

• Check all their homework for mistakes

• Complete all of the work for which they are

Teamwork / Cooperation: Where are you now?

How do you currently see yourself?

What would you do in a real-world situation? One Example:

Let the teacher find a group for the

Teamwork / Cooperation: What is it?

The extent to which you get along well with others

Composure / Resilience: Where are you now?

eports that are user-friendly

trengthens and supports

2 Situational judgment test items. Students are presented with several

3 Forced-choice test items. Students are presented with several