Validity and relevance of socio-emotional assessment in formative projects: Evidence from a systematic review
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Abstract
The assessment of socio-emotional competencies in educational contexts mediated by formative projects represents a relevant challenge for pedagogical research, due to the need for valid, reliable, and contextually appropriate instruments to evaluate learning outcomes that go beyond traditional academic achievement. This issue is particularly significant in settings where project-based learning, problem-based learning, design-based learning, and active methodologies foster skills such as collaboration, self-regulation, perseverance, reflection, and shared responsibility. The objective of this article was to analyze the instruments and measurement strategies used to assess socio-emotional competencies developed through formative projects, determining their validity and contextual relevance. A systematic review article was conducted through the selection, analysis, and classification of empirical and complementary studies related to formative projects and socio-emotional assessment across different educational levels. The studies were organized according to their degree of inclusion, type of instrument, theoretical framework, psychometric evidence, and suitability to the educational context. The findings reveal considerable methodological heterogeneity: some studies employ validated scales, SEL measures, and experimental designs, while others rely on rubrics, interviews, observations, reflective journals, and project-product assessment. The strongest instruments were those that clearly aligned the assessed competencies with the pedagogical model and implementation context. It is concluded that the assessment of socio-emotional competencies in formative projects requires integrated models that combine psychometric evidence, formative assessment, and contextual analysis in order to rigorously evaluate complex, situated, and socially relevant learning outcomes
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