hi Olufunmilayo,

my articles on your topic may provide you with some ideas and findings.

good luck with your study,

ali 

If a student is seeing you out of class, emailing with thoughts, practicing, then they are showing grit and determination. These are things I do include as success indicators. Persistance in completing also shows a sense of pride and that is part of emotional intelligence. 

Emotional intelligence should be evaluated as a learning outcome, especially for social professions etc..  It is one part of profession skills in social professions. Because of the closeness to social competence in my consideration it is useful to evaluate this intelligence as well. For evaluation the MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test; Mayer, Salovey, Caruso, 2002) could be helpful, if you would like to evaluate it officially. 

As a general response, remember Bloom?  He listed learning objectives under three categories...cognitive, affective and behavioral.  The affective elements are about development of values, attitudes and in particular how we respond in real situations.  The problem has always been how to measure internal processes.  The answer tentatively was through testing student relational responses to demonstrate  a likelihood of showing patience, of attending to others concerns and so on.  In this mixed up educational environment,  affective goals have been deleted from all curricula.  Now you ask a rather unaccepted, but I think cutting edge question about EQ.  The question is the answer.

Emotional Intelligence is a kind of attitudinal behavior as expression of the structure of our psyches, and any positive one could be taken as a part of a learning outcome, as I took on a research […] The personality as one of the main goals of the learning process, to form (individuals) or personalities with an elevate knowledge’s capacities, affective and moral that responses to the main social interest.

EQ is a vital part of education and one we have to address with urgency if we are going to get better results in schools.  My research showed that it is infinitely possible to adopt EQ approaches to education and to change the climate in a classroom.

In today's world, the Emotional Intelligence (requires the teacher to be computer savvy and) is associated to

• Social Bond
• Online Interactions

I've done some research using EQ test BarOn Reuben, and it is clear that emotional development (Goleman calls "emotional literacy") is vital part of learning development in various areas of development.

Yes, we used dispositions and measured those at MWSU in our teacher education program. The dispositions need to be woven into the assessment section, and a clear rubric for the evaluation of these dispositions is necessary too. Emotional intelligent was a part of the students' dispositional evaluations and assessments.  

Emotional Intelligence is seen as a possible solutions for the chaos that afflicts polity and administration in a country. The premise is that emotionally intelligent people make better humans and better workers.

'Emotional Intelligence as a Component of Civil Service Training - An Exploratory Study' published in Indian Journal of Public Administration Vol LV, No. 2, April-June 2009, has been co-authored by me. In this article we have strongly advocated for training civil servants in EI.

As a learning outcome is very essential in the field of education and training.    

I agree with the answers that EQ/EI can be included as a learning outcome. Inclusion as an outcome implies that it should be taught. If EQ/EI is not being included in the curriculum, then including it as an outcome to be assessed would not be fair practice.

You have to see how you define emotional intelligence and then measure it. Emotional intelligence has not been uniformly defined, let alone measured consistently. Some even reject EI altogether. I think it is very valid to continue research in this area because of some evidence that there is something about it that results in better performance. What exactly still needs further development. In saying that, I think it is a good idea to see how past measurements in organizational contexts are compared to school success. I believe what is learned in school is later on reflected in businesses, so it is worth connecting the dots.

What a great question! How would you measure such a variable as EQ in an educational study involving this type of learning outcome? I can see where a mixed methods, sequential-exploratory investigation could be used in which you could collect qualitative data first (stuff related to EQ from interviews, surveys, and/or observations), then use quantitative methods to clarify the qualitative results.  However, what type of instrument would be used to quantify the qualitative data?

Once you have a measure or measures of increase or improved levels of EQ, you should be able to proceed to use them as outcomes or intermediary goals.

Activities, role plays, debates, discussions, etc. could be used to evaluate.

[Some companies even offer ready made certification in EQ indexing--something  I am weary of.  http://www.lynnleadership.com/360a.htm  ]

Here,  http://www.ddiworld.com/product-guide/leadership-and-workforce-development/leadership-development-for-operational-leaders/business-impact-leadership-series/mastering-emotional-intelligence

,is an example of formalized training/learning/acquisition but  I feel you can do much simpler things, including classroom experiments, play-acting, and even writing to measure some changes in a students or group of students over time. 

This website is more helpful, I think, in terms of clarifying  a framework of presentation and even a direction to write outcomes.  http://trillion.com.sg/emotional-intelligence-eq/

The bottom line will be which facets of EI will you expect to observe over time.

Scholarly research on assessment and EI have been around for a while.

[BOOK] The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace.

RE Bar-On, JDA Parker - 2000 - doi.apa.org

... and ways of approaching such different aspects of the wider area of emotional intelligence as

alexithymia, personal intelligence, practical intelligence, and closely ... in the field of education

(for designing programs to educate children to be more emotionally and social ...

[BOOK] Executive EQ: Emotional intelligence in leadership and organizations

RK Cooper, A Sawaf - 1998 - books.google.com

... In most cases, emotions are not at odds with good judgment and reasoning; rather, they inspire

and enliven good judgment and ... THE EQ Map For a number of years, I and a group of colleagues

have shared the belief that many qualities of emotional intelligence could be ...

[PDF] from ed.gov

Job competencies and the curriculum: An inquiry into emotional intelligence in graduate professional education

AJ Jaeger - Research in Higher Education, 2003 - Springer

... Adaptability Components Problem Solving the ability to identify and define emotionally based

problems as ... an impulse, drive, or temptation to act and to control one's emotions situations and ...

For exam- ple, when correlating overall emotional intelligence as measured by the EQ-i ...

I want to say a big "Thank you" to all who added their answers to my question on Emotional Intelligence. You've given me a broader perspective and a good leverage to launch into more quantitative and qualitative longitudinal research on aspects of EQ that could be taught and measured in the classrooms. My main aim is to discover if introducing the teaching and measurement of EI into the curricular could be a panacea to antisocial vices in schools. The Cognitive and psychomotor domains of education are well integrated in most curricular , however the affective has been sadly left out of paradigm shifts in educational pedagogies. Thanks again for all your contribution.

I think if you identify behaviors and conversational protocols that characterize EQ, that they could easily be made into many learning outcomes.  Few children develop EQ without being taught what is acceptable by society and what is not, usually in non-educational contexts.  Once you have identified behavior and verbal statements that reveal EQ, you can easily set up research studies.

Having consciously made EQ part of my curriculum when I was teaching Gr R, I can honestly say that it is not about adding to the teacher's load but about improving her pedagogy which makes for a richer learning environment.  I completely agree that this is something that has to be actively taught both as a sub-text of a curriculum and where possible, openly.  In the S.A. context where many of our learners are coming from impoverished backgrounds where parents struggle to put EQ principles in place, it is even more important for teachers to take this on.

Yes it can if we can agree to a consistent measure of it. And I think your question hints to that elusive aspect of its measure in different contexts. With the metric being consistent, in a sense a quantifiable measure, such as a quotient, the next hurdle would be to train educationists to adopt and implement its cultivation based on that metric. As with IQ, there is always the nagging question whether EQ would eventually be a basis of exclusion and to further promote elitism rather than a liberal education. The same can be said of course of any one of the multiple intelligence construct.

Article Emotional Intelligence and Education: A critical review

Deborah:

En español: Si el propósito del proceso de aprendizaje es desarrollar las habilidades sociales y emocionales, entonces es perfectamente viable (y aconsejable) hacer uso de un instrumento validado como el de BarOn, Shutte, Parker, Shapiro y otros. Solo te sugiero que esos aprendizajes obtenidos, además de ser evaluado spor un test, sean descritos detalladamente en tus registros de maestra investigadora, para poder interpretar el "cómo", y no conformarse únicamente con el "qué" (los resultados).