SCoRE Survey Guidebook
Structure
Using this Guidebook
Who?
This guidebook is meant for individuals who will be implementing the SCoRE survey with students involved in TFM programmes. These individuals may include:
Why?
TFM’s mission is to build a movement of leaders across various levels of the education ecosystem which includes the students themselves. Students should be seen beyond as beneficiaries or recipients but also active participants in their own leadership growth. The SCoRE survey guidebook aims to:
Context
Context
As TFM continues to strengthen its student leadership framework and modules, there is a need to also review its impact measurement tool, SCoRE survey. The broad target populations of TFM programmes range from students in its Fellows’ schools in both urban and rural areas, Orang Asli students in community learning centres, and urban poor students. Based on a research conducted by Universiti Teknologi Malaysia (UTM) between August 2023 to March 2024, recommendations for enhancement of the survey have been given. In Version 11 of the SCoRE survey, the following updates have been made.
SCoRE Framework
Introduction
Leadership requires the constant development and practice of the SCoRE competencies. Each competency can be practiced on three level: personal (Lead Self), team (Lead Others) and community (Lead Change).
Communication
Being able to clearly and confidently express your ideas in spoken and written form
Entrepreneurship
Taking the initiative to develop and implement your own solutions to a problem (in self, team and community)
Resilience
Being able to adapt well to difficult situations - setbacks, failures, challenges (i.e. to bounce back like a rubber ball)
Social & Emotional Learning (SEL)
Being able to understand yourself (emotion, strength, weakness), understand others, and work well with others
Express and take ownership of their own ideas with confidence
Stay committed to tasks �under all circumstances
Take action aligned with desired impact
Influence group action aligned to a shared �vision
Create meaningful impact as a
diverse group
Create standards of excellence and set an example for others to follow
Proactive in seizing and creating opportunities to articulate impact
Encourage a positive outlook among �peers in difficult �situations
Guide and lead collective activities
Aware of
the potential
and limits of
their abilities
Recognise
and encourage
potential in others
Build authentic relationships leading to positive community outcome
Student Leadership Development (SCoRE) Framework
LEAD SELF
LEAD OTHERS
LEAD CHANGE
Dimensions | Conceptualisation | Operationalisation |
Socio-emotional skills (SEL) | Students’ belief in their own capabilities to achieve specific outcomes (self-efficacy); ability to develop talents with efforts (growth mindset); abilities to regulate emotions and behaviors (self-management); abilities to understand others’ feelings or perspectives (social awareness). | The extent to which students believe in their own capabilities to achieve specific outcomes (self-efficacy); develop talents with efforts (growth mindset); regulate emotions and behaviors (self-management); and understand others’ feelings or perspectives (social awareness). |
Communication Skills | Students’ ability to:
| The extent to which students can
|
Resilience | Students’ ability to persevere and sustain interest in long-term goals despite setbacks | The extent to which students can persevere and sustain interest in long-term goals despite setbacks |
Entrepreneurship | Students’ ability to take the initiative in developing and executing one’s own (creative) solutions to individual, group, school or community problems. | The extent to which the students can take the initiative to develop and execute one’s own (creative) solutions to individual, group, school or community problems. |
Conceptualisation and Operationalisation
Implementation process
SCoRE Survey Implementation Process
Before implementation of SCoRE survey
Introduce to students:
Implementation of pre- & post-SCoRE* survey
Determine mode of implementation that’s most suitable for your students: Offline (paper) or Online (Google Form)
Remind students of purpose of SCoRE framework and survey
*SCoRE surveys are conducted twice, before (pre) and after (post) the implementation of TFM programme activities.
Brief students on the implementation process
Allow students to fill in survey individually
Support students following support strategies to ensure accurate responses
After implementation of pre-SCoRE survey
Demonstrate to students how to calculate scores
Calculate scores together with students
Collect surveys for data entry
Debrief with students using guide on Slide 23
After implementation of post-SCoRE survey
Demonstrate to students how to calculate scores
Calculate scores together with students
Reflection & conversations about students’ leadership growth
Compare pre- & post-SCoRE results
SCoRE Survey [V11]
Please make a copy of the following templates for your own use.
Offline / Print version
Online / Google Form
SCoRE Survey
What does the scale mean?
Scale Skala | Strongly disagree Sangat tidak setuju | Disagree Tidak setuju | Neutral Tidak pasti | Agree Setuju | Strongly agree Sangat setuju |
Points | 1 | 2 | 3 | 4 | 5 |
Descriptors | I strongly disagree with the statement as it does not describe me | I disagree with the statement as this rarely describes me | I neither agree nor disagree with the statement | I agree with the statement as it sometimes describes me | I strongly agree with this statement as it often describes me |
Penerangan | Saya sangat tidak setuju dengan kenyataan ini kerana ia tidak menggambarkan saya | Saya tidak setuju dengan kenyataan ini kerana ia kurang menggambarkan saya | Saya neutral dengan kenyataan ini | Saya setuju dengan kenyataan ini kerana ia kadangkala menggambarkan saya | Saya sangat setuju dengan kenyataan ini kerana ia sering menggambarkan saya |
Calculating scores
Competencies | Pre-SCoRE results | Post-SCoRE results | Difference | Meaning |
SEL skills | Average score for Questions No.1 - 5 | Average score for Questions No.1 - 5 | Post-SCoRE minus Pre-SCoRE | If Post-SCoRE is higher than Pre-SCoRE, this means that there is leadership growth in the respective competency. |
Resilience | Average score for Questions No.6 - 10 | Average score for Questions No.6 - 10 | Post-SCoRE minus Pre-SCoRE | |
Communication | Average score for Questions No.11 - 15 | Average score for Questions No.11 - 15 | Post-SCoRE minus Pre-SCoRE | |
Entrepreneurship | Average score for Questions No.16 - 20 | Average score for Questions No.16 - 20 | Post-SCoRE minus Pre-SCoRE |
In order to capture growth in each of the competencies,
Example to calculate score
Competencies | Pre-SCoRE results | Post-SCoRE results | Difference | Meaning |
SEL skills | 3 | 4 | 1 | Growth |
Resilience | 3.5 | 3.5 | 0 | Cannot be interpreted as no growth - to be backed by observation data |
Communication | 2 | 2.5 | 0.5 | Growth |
Entrepreneurship | 2.5 | 3 | 0.5 | Growth |
Briefing guide & strategies
Summary
Connecting to the purpose and intention of SCoRE survey to measure students’ leadership growth, teachers/facilitators are expected to keep students centered on:
In the next few slides, the briefing guide will help teachers/facilitators to communicate the SCoRE survey and its implementation with students using age appropriate language to ensure clarity and deep understanding.
Briefing strategies
Always explain reasons / rationale behind each instruction to provide context
Eg: The scale of ‘Strongly Disagree’ means that you do not think the statement relates to you because you have never done or experienced it.
Make your instructions simple and easy to understand. Give examples.
Eg: ‘Stress’ means when you have a lot to worry about, for example, when you have a lot of homework to complete.
At every step or statement, check with students if they have understood.
Eg: Do you understand the meaning of ‘opinion’?
SCoRE survey will take time and rushing students will lead to inaccurate results.
Check for understanding
Simple & straightforward
Start with why
Don’t rush
Eg: Plan ahead like introducing SCoRE a few days ahead of survey and spreading competencies over a few days to complete
Support strategies
Survey based on the 4 competencies can be conducted across a few sessions, if possible
Eg: Students answer SEL & Resilience survey on Tuesday and Communications & Entrepreneurship on Thursday.
Conduct survey in parts
Give students time to read through all survey statements first and highlight words that they don’t understand
Eg: Students read and highlight words that they don’t understand. Teachers then provide explanations.
Students read statements first
Use images
Use images to help students visualise meaning of different statements. Be cautious of images misleading students.
Eg: Using image examples of ‘distractions’ to visualise its meaning.
Use activities/games
If you have time, prepare activities/games that will strengthen student’s understanding of competencies
Eg: Station games and debrief activity to help students demonstrate their resilience, eg: not giving up easily
Making Sense of SCoRE Results
Cikgu, apa maksud ni??
Due to the small variance in scores, many students will see really tiny differences in scores from the pre- to post-SCoRE survey.
This may mean:
But there should be some growth!
How do I talk to my students about SCoRE results?
After calculating pre-SCoRE results
After calculating post-SCoRE results
Explain SCoRE framework again
4 main competencies and their importance in leadership
Get students to identify competency that they would like to work on throughout programme
Eg: Look through your SCoRE results again, which competency do you want to grow in?
Get students to identify 1-2 statements within the competency that they would like to work on throughout programme
Eg: Which 1-2 of these statements in ‘Communications’ do you want to grow in?
Set goals with students in relation to the competency that they want to grow in
Eg: ‘I can speak in front of a crowd confidently.’ - By the end of the programme, I aim to achieve ‘Strongly Agree’.
Remind students of their goals
Eg: Refer to the goal that you set for yourself when we did the pre-SCoRE
Get students to compare their pre- & post-SCoRE results
Eg: Let’s look at both your pre- & post-SCoRE results. Which are the differences?
Guide student to reflect on goals and achievements, Celebrate small wins.
Eg: Did you achieve your goals? Why or why not? Cele
Set longer-term goals with students even though programme may not continue but it is important for students to continue growing.
Eg: Now that you have achieved your goal, how else do you want to grow in this competency?
What happens between pre- & post-SCoRE?
Work with students on their goals set based on pre-SCoRE results
Break goals into smaller milestones
Track milestones and achievements
Regular reflections to celebrate and improve
If you have attended coaching sessions before, this is a similar process!
FAQs (1/2)
Ans: Providing examples is helpful but students usually rate based on only the examples provided. This was also why we removed examples from the survey. As you provide examples, please be very explicit that they are not exhaustive. Instead, highlight the common values that the examples represent.
Ans: Use degrees of frequency
Ans: You may read the questions aloud and students just need to rate.
FAQs (2/2)
4. What if my students really do not understand the statements despite explanations?
Ans: This may happen if your students may not have prior knowledge or exposure to the SCoRE competencies. Firstly, if you have enough time, introduce the 4 competencies to the students before administering the survey. Once students have grasped basic concepts, they should find it easier to understand the concepts.
If you do not have sufficient time to introduce the competencies, we advise you guide the students to rate ‘3’ for the particular statements that they do not understand. Having said, you are highly encouraged to discuss with LDO and/or the Student Leadership team on various approaches to this issue.
5. What if I do not have enough time to administer the survey?
Ans: Collecting this student leadership data is extremely important in helping you gauge your students leadership development and achievements. Therefore, plan your schedule ahead of time to allow sufficient time to collect data.