This article describes the development and validation of a shortened form of SELweb EE, a web-based assessment for social-emotional skills in the early elementary grades. Using a Rasch approach, in the first study, we used data from two archival data sets to reduce the number of items in three subtests to create short forms that maintained item fit, item difficulty, item discrimination, and test information function range. In the second study, we created and administered a short form of SELweb EE to a demographically diverse cross-validation sample of 22,683 students. We evaluated the shortened assessment subtests' score reliability, fit to a hypothesized factor structure, and association with age and other variables to evaluate criterion-related validity. Findings from this study suggest that score reliabilities, factor structure, and criterion-related validity for the short form are similar to corresponding properties of the long form. In addition, using a confirmatory factor analysis framework, the short form of SELweb EE demonstrated evidence of configural, metric, and scalar invariance across sex, ethnicity, and language. Shortening SELweb EE reduced the mean administration duration from 36 to 24 minutes. This reduction substantially increases its usability and feasibility while maintaining its psychometric merit.
Keywords: child assessment; emotion recognition; social perspective taking; social problem solving; social–emotional learning.