Social and emotional learning (SEL) has been defined in various ways. One of the most commonly cited models, that of the Collaborative for Academic, Social, and Emotional Learning (CASEL), defines SEL as "the process through which students and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." That process incorporates competencies that include knowledge, skills, and attitudes that affect the quality of students' interactions with one another and their ability to adapt to and successfully navigate the complexities of daily life. This report describes the state of the field of student social and emotional competence assessment and envisions the conditions in which the field can continue to develop in ways that tangibly benefit teaching and learning. [This report was developed by the Assessment Work Group (AWG).]