Holistic Student Assessment (HSA)
|General Information on the Measure|
|Purpose of the measure||
The Holistic Student Assessment (HSA) uses student-self reports to measure and promote social and emotional development in young people. It can be used in both in-school and afterschool settings to provide educators, administrators, and other education professionals with information about students' strengths and challenges.
|Main constructs measured||
Cognitive competencies; Intrapersonal competencies; Interpersonal competencies
|Applicable grade levels||
Grades 4 and above
|Publication year for the most recent version||
|Year originally developed||
|Method of administration||
|Number of items||
Four-point Likert-type items
Amharic, Arabic, Bengali, Cape Verdean Creole, Chinese, English, German, Haitian Creole, Hmong, Karen, Nepali, Portuguese, Somali, Spanish, Vietnamese
|Fee for use||Fee charged by developer|
|Credentials required for administration||
Developer requires that anyone who wishes to administer the HSA be trained on proper survey administration techniques.
|Overall score reporting||
Normative scores by gender and/or age, percentage of strengths, percentage of challenges, average strengths and challenges per student, level of support need (three tiers), demographic information (age, gender, race/ethnicity, grade), change scores.
Seven to 14 scale scores are reported in three domains (resiliencies, relationships, learning and school engagement), depending on the length of the survey schools/programs selected.
Scores are calculated by the assessment developer using nationally representative norms based on a random stratified sample.
Scores are norm-referenced and reported as either averages, strengths, or challenges for each student. Aggregated (school or program) data are also reported, and aggregated strengths and challenges are indicated in score reports.
|Evidence of Technical Quality|
|Populations for which technical quality evidence has been collected||
Recent validation used a sample of 5946 students in grades 5-12 from New York, Massachusetts, Michigan, Minnesota, and Maine (Malti et al., 2017).
The Holistic Student Assessment (HSA) standardization or normative sample is based on a stratified random sample of 9,000 male and female participants ages 9-19 years of age from a population of N=27,808 respondents in geographic locations where the HSA is in active use (Allen, Thomas, Triggs & Noam, 2017).
Congeneric reliability estimates based on latent variable models ranged from 0.68 to 0.89 (Allen et al., 2017).
Omega coefficients were estimated for seven scales (Reflection, Trust, Optimism, Empathy, Assertiveness, Action Orientation and Emotion Control). Estimates ranged from 0.76 to 0.91 (Malti, Zuffiano & Noam, 2017).
|Locating the Measure|
|Obtaining a copy of the measure||thepearinstitute.org|
Malti, T., Zuffianò, A., & Noam, G. "Knowing every child: Validation of the Holistic Student Assessment (HSA) as a measure of social-emotional development," Prevention Science, 2017.
Allen, P. J., Thomas, K., Triggs, B., & Noam, G. "The Holistic Student Assessment (HSA) technical report," The PEAR Institute: Partnerships in Education and Resilience , 2017.
Noam, G., Malti, T., & Guhn, M. "From clinical-developmental theory to assessment: The Holistic Student Assessment tool," International Journal of Conflict and Violence, Vol. 6, No. 2, 2012, pp. 201–213.
Noam, G. G., & Goldstein, L. S. The resilience inventory (Unpublished protocol), 1998.
Goodman, R. , "The Strengths and Difficulties Questionnaire: a research note," Journal of child psychology and psychiatry, Vol. 38, No. 5, 1997, pp. 581–586.
This measure is also reviewed in the AWG Guide.
Measure summary updated October 29, 2018.