Instruments

Beyond Academic Capabilities

The Beyond Academics Domain includes measurement tools that assess student skills and attitudes needed to excel within and beyond the classroom. These skills and attitudes translate into success not only in the workforce, but also in interpersonal relationships and individual experiences.

Displaying 1 - 50 of 54

The RS-14 is the short version of the Resilience Scale and is strongly correlated with the Resilience Scale. It consists of 14 of the Resilience Scale items: 2, 6, 7, 8, 9, 10, 13, 14, 15, 16, 17, 17, 21, & 23. The scale is a 7-point Likert type scale from 1 (Strongly disagree) to 7 (Strongly agree) for each item. Higher scores mean superior levels of resilience tendencies. Scores are calculated by a summation of response values for each item, thus enabling scores to range from 14 to 98.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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This instrument was designed to measure and differentiate empathy and sympathy in adolescents and balance its emphasis on affective and cognitive empathy. The Adolescent Measure of Empathy and Sympathy (AMES), (1) balances the emphasis on affective empathy and cognitive empathy, (2) uses unambiguous wording and (3) distinguishes between empathy and sympathy.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The revised Adolescent Resilience Questionnaire comprises 93 items and 12 scales measuring resilience factors in the domains of self, family, peer, school and community. In this context, examination of resilience factors in each nested level is required to develop a comprehensive measure. Salient adolescent ecological ‘levels’ have been identified as the domains of individual, family, peers, school and community.The ARQ is a pen and paper questionnaire with scales in five domains: individual, family, peers, school and community. Items comprise statements with a five point Likert response scale labelled: 1 Never, 2 Not often, 3 Sometimes, 4 Most of the time and 5 All the time.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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The Basic Empathy Scale (BES) was based specifically on the definition of empathy put forth by Cohen and Strayer (1996) ‘‘as the understanding and sharing in another’s emotional state or context’’. Items within the Basic Empathy Scale were created based on the conceptualization of affective and cognitive empathy. Items for the BES were also based on four of the five ‘basic emotions’ (fear, sadness, anger, happiness). Each scale item asks participants to respond on a Likert scale from 1 representing ‘strongly disagree’ to 5 representing ‘strongly agree’, depending on the degree to which the item described them.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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Five inventories each contain 20 questions about thoughts, feelings, and behaviors associated with emotional and social impairment in youth. Children and adolescents describe how frequently the statement has been true for them during the past two weeks, including today.

Depression Inventory: In line with the depression criteria of the Diagnostic and Statistical Manual of Mental Health Disorders Fourth Edition (DSM-IV), this inventory allows for early identification of symptoms of depression. It includes items related to a child's or adolescent’s negative thoughts about self, life and the future, feelings of sadness and guilt, and sleep disturbance.

Anxiety Inventory: Reflects children's and adolescents’ specific worries about school performance, the future, negative reactions of others, fears including loss of control, and physiological symptoms associated with anxiety.

Anger Inventory: Evaluates a child's or adolescent’s thoughts of being treated unfairly by others, feelings of anger and hatred.

Disruptive Behavior Inventory: Identifies thoughts and behaviors associated with conduct disorder and oppositional-defiant behavior.

Self-Concept Inventory: Taps cognitions of competence, potency, and positive self-worth.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities, Relational Capabilities

Grades: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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Designed for use in schools, mental health clinics, juvenile justice settings, and child welfare agencies, the Behavioral and Emotional Rating Scale- Second Edition (BERS-2) helps to measure the personal strengths and competencies of children ages 5 through 18. The BERS-2 is a multi-modal assessment system that measures the child's behavior from three perspectives: the child (Youth Rating Scale), parent (Parent Rating Scale), and teacher or other professional (Teacher Rating Scale). The BERS-2 measures several aspects of a child's strength: interpersonal strength, involvement with family, intrapersonal strength, school functioning, affective strength, and career strength.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The CCTDI (P. A. Facione & N. C. Facione, 1992) was developed, validated, and used to assess students’ disposition toward critical thinking (CT). It consisted of 75 statements, divided into seven subscales: Truth-seeking, Open-mindedness, Analyticity, Systematicity, Self-confidence, Inquisitiveness, and Maturity. Responses were made on a 6-point Likert-type scale. The CCTDI reports a total score, which is the sum of its seven subscales, ranging from 70 to 420. A total score more than 280 indicates a positive overall disposition toward CT. The development and validation process is described in P. A. Facione and N. C. Facione (1992).

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 11th Grade, 12th Grade, Post secondary

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The CCTST (Facione, 1990; P. A. Facione & N. C. Facione, 1994) was developed, validated, and used for assessing students’ CT skills. It is a standardised, 34-item multiple choice test, non discipline-specific that targets core critical thinking skills. Each item on the CCTST is assigned to one of three subscales: Analysis, Evaluation, and Inference.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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The CM3 is designed to measure the degree to which an individual is cognitively engaged and mentally motivated toward intellectual activities that involve reasoning.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The Career Adapt-Abilities Scale (CAAS) consists of four scales, each with six items. The four scales measure concern, control, curiosity,and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

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The Children's Empathic Attitudes Questionnaire (CEAQ) is a self-report measure of empathic attitudes (modifiable knowledge structures that influence behavioural choice) towards peers, teachers, other children, animals, or other people.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 5th Grade, 6th Grade, 7th Grade

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CWRA+ uses Performance Tasks to assess critical-thinking skills. These tasks deliver problem-based assessment by challenging students to address real-life issues. Performance-based assessments, such as CWRA+, challenge students to demonstrate skills, rather than to simply recall information. Students need to be able to analyze and evaluate information, solve problems, and communicate effectively. Students must be able to access, structure, and use information rather than just accumulating facts.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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Given that the CSSWQ was developed for use as a population-based screening instrument for assessing, responding to, and monitoring the positive dimension of college students’ mental health (cf. Dowdy et al. 2010), it was intentionally designed as a brief measure of cumulative subjective wellbeing. As such, only one or two relevant indicators were selected to represent each wellbeing domain, resulting in a measurement model consisting of five college-grounded positive psychology traits: college gratitude (emotional domain), academic self-efficacy and academic satisfaction (cognitive domain), school connectedness (social domain), and academic grit (behavioral domain)

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: Post secondary

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Form Z is a 52-item multiple-choice paper-and-pencil test. Each item offers a choice of three possible answers. This form of the test is designed for advanced and gifted high school students, college students, and other adults.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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The CCTT Level X is designed to assess students’ reasoning ability. The assessment is comprised of 71 multiple-choice, dichotomously scored items that span five subscales: Induction (items 3–25, 48, 50), Deduction (items 52–65, 67–76), Observation (items 27–50), Credibility (items 27–50), and Assumptions (items 67–76). Total administration time is approximately 50 min

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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The CAT instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. Most of the questions require short answer essay responses, and a detailed scoring guide helps ensure good scoring reliability. The CAT instrument is scored by the institution's own faculty using the detailed scoring guide. During the scoring process faculty are able to see their students' weaknesses and understand areas that need improvement. Faculty are encouraged to use the CAT instrument as a model for developing authentic assessments and learning activities in their own discipline that improve students' critical thinking and real-world problem solving skills. These features help close the loop in assessment and quality improvement.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: Post secondary

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Dispositional Hope Scale [22] assesses a global trait based hope score for individuals above 15 years old. The scale is in 4-point Likert-type scale ranging from Definitely False to Definitely True. There are twelve items in the scale distributed as follows: pathways subscale (4 items), agentic thinking subscale (4 items) and four negative statements called fillers that aren’t related to hope.

According to Snyder’s (1995, 2002) point of view, hope includes three components: (a) goals that have sufficient value to an individual and require a certain amount of effort to achieve, and (b) Pathways thinking, which refers to the reasonable Pathways that are designed by the individual to reach his or her goals. In addition, when there are obstacles blocking one of the Pathways the individual is able to create alternative Pathways to achieve the goals: (c) Agency thinking, a motivational factor related to hope, which refers to the individual’s perception of his or her own ability to utilise Pathways and strategies to achieve goals

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 10th Grade, 11th Grade, 12th Grade

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The Efficacious Self-Presentation Scale (ESS) is a 36 item questionnaire that measures 6 different dimensions. All responses are expressed on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree).

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The Grit Scale measures the extent to which individuals are able to maintain focus and interest, and persevere in obtaining long-term goals.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The HEIghten Critical Thinking assessment is administered in a single 45-minute testing session. Each test taker answers 26 questions. The item types include critical thinking sets, short arguments or informational passages, and sets that present conditions applicable to a fictional situation.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

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The HEIghten® Written Communication assessment addresses four dimensions: Knowledge of social and rhetorical situations, knowledge of conceptual strategies, knowledge of language use and conventions, knowledge of the writing process. The HEIghten Written Communication assessment is administered in a single 45-minute testing session. The first section consists of an essay task that requires the test taker to compose an original response which adopts or defends a position on a claim. In the second section, the test taker is presented with two passage-based sets, each of which includes 12 selected-response questions.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: Post secondary

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Social psychologist Arthur Aron and colleagues (1992) developed the single-item Inclusion of Other in the Self (IOS) scale to measure how close the respondent feels with another person or group. The IOS has been given to respondents as young as five years old (Cameron, 2006), as well as to teens and adults. It has also been used with respondents living on a low income and previously incarcerated respondents (Folk et al., 2016; Mashek, Cannaday, & Tangney, 2007). Respondents see seven pairs of circles that range from just touching to almost completely overlapping. One circle in each pair is labeled “self,” and the second circle is labeled “other.” Respondents choose one of the seven pairs to answer the question, “Which picture best describes your relationship with [this person/group]?” Researchers indicate what person or group the “other” circle stands for (e.g., “your romantic partner,” “your parents,” “your community,” etc.). 1 = no overlap; 2 = little overlap; 3 = some overlap; 4 = equal overlap; 5 = strong overlap; 6 = very strong overlap; 7 = most overlap.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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The purpose of the International Critical Thinking Test is to provide an assessment of the fundamentals of critical thinking that can be used in any subject. The goal of the test is two-fold. The first goal is to provide a reasonable way to pre- and post-test students to determine the extent to which they have learned to think critically within a discipline or subject. The second goal is to provide a test instrument that stimulates faculty. to teach their discipline so as to foster critical thinking in the students.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

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The Interpersonal Reactivity Index (IRI) consists of 28 items and measures 4 dimensions of empathy: perspective taking, fantasy, empathic concern, and personal distress. Each dimension is composed of 7 items. All of the items are scored on a 5-point summative rating scale ranging from 1 does not describe be well to 5 describes me very well.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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This instrument is a 50-item self-reported questionnaire. The items fall under the following 5 domains: Self/Everyday Creativity, Scholarly, Creativity, Performance Creativity (encompassing writing and music), Mechanical/Scientific Creativity, and Artistic Creativity. Participants rated themselves on a 5-point Likert scale, with 1 being much less creative and 5 being much more creative.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

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The MACS is a short, reliable and valid scale to measure adolescent coping, thus enabling clinicians, researchers and educators to improve their practice when conducting research and guiding adolescents in developing effective coping methods.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The MTQ-48 assesses total MT and comprises four dimensions: challenge, commitment, confidence (subdivided into two components; interpersonal and own ability) and control (partitioned into two components; emotional and life). The MTQ-18 and MTQ-10 use items drawn directly from the MTQ-48.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

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This group-administered 18-item scale was developed to measure the attributes of commitment, challenge, control (life), control (emotions), confidence (abilities), and confidence (interpersonal), with three items tapping into each construct. The questionnaire was developed to be relatively short (18 items), and only include items that were developmentally appropriate for adolescents, and relevant both within and out with an education context.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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The Mission Skills Assessment (MSA) is an online assessment that targets 6 noncognitive constructs: creativity, curiosity, ethics, resilience, teamwork, and time management. Each construct is measured by means of a student self-report scale, a student alternative scale (e.g., situational judgment test), and a teacher report scale. Use of the MSA provides schools with the opportunity to examine and monitor development of noncognitive skills in their students from Grade 6 to Grade 8. Three methods of measurement were incorporated into the MSA for each construct: traditional Likert Type self-report items, Likert-type teacher report items, and an alternate type of assessment (e.g., situational judgments).

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions, Individual Capabilities, Relational Capabilities

Grades: 6th Grade, 7th Grade, 8th Grade

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Scale Development:We retained the seven NGSE items Chen and Gully (1997) had found to be distinct from the SGSE scale and self-esteem. Because we wanted to ensure that the content domain of GSE would be well captured by the NGSE scale, we created seven additional NGSE items, intending to eliminate redundancies later. Consistent with procedures employed by Chen and Gully, when wording the new items we carefully referred to Eden’s GSE conceptualization, which is consistent with definitions provided by other researchers (Gardner & Pierce, 1998; Judge et al., 1997; Judge, Erez, et al.,1998). Each of the first two authors independently generated between three and five new items. We combined the items and rewrote or eliminated any that were poorly worded, were clear duplicates, or seemed inconsistent with our GSE definition. The third author then reviewed the items for clarity, consistency with theory, and redundancy. This effort yielded a total of 14 NGSE items, 7 of which were new and 7 carried over from Chen and Gully’s study. The NGSE scale was scored on a 5-point Likert-type scale from strongly disagree (1) to strongly agree (5).

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: Post secondary

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The Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) is a behavior rating scale designed for use with children ages 3 through 6 years. This unique behavior rating scale is easy to use, very practical, and based on a solid foundation of research. With 76 items on two separate scales, it provides an integrated and functional appraisal of the social skills and problem behaviors of young children. The scales can be completed by a variety of behavioral informants, such as parents, teachers, and other caregivers.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade

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The Regulatory Focus Questionnaire (RFQ) differentiates between: A prevention focus that emphasizes safety and responsibility, views goals as oughts, and is concerned with non-losses and losses. The RFQ was derived from a factor analysis of items assessing the history of individuals’ success at promotion and prevention tasks over the course of their lives. This questionnaire consists of 11 items that are answered on a scale of 1-5.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: Post secondary

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The Rosenberg Self-Esteem Scale (RSES) is a 10-item scale measuring self-esteem within respondents. Half of the scale items are worded positively, while the other half are worded negatively. Each scale item is reponded to using a 4-point Likert scale, 1 being totally disagree and 4 being totally agree

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 8th Grade, 9th Grade, 10th Grade

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The Educational Psychology Service, with agreement from Stirling Council and partly supported by a grant from the Scottish Government, has developed and standardized a new scale measuring both subjective and psychological aspects of wellbeing. The 12-items in this scale are rated on a Likert scale containing 5 levels with 12 being the minimum score and 60 being the maximum score. The scale covered areas of wellbeing including: optimism, cheerfulness and relaxation; satisfying Interpersonal relationships; clear thinking and competence. Overall this formed a single dimensioned scale with two sub-components described as Positive Outlook and Positive Emotional State.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions, Individual Capabilities

Grades: 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade

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The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 3-16 year olds. It exists in several versions to meet the needs of researchers, clinicians and educationalist. The SDQ contains some positive and negatively worded items. The 25 items are divided between 5 scales of 5 items each, generating scores for conduct problems, hyperactivity, emotional symptoms, peer problems and prosocial behaviour. All but the last one are summed to generate a total difficulties scores.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: Pre-Kindergarten

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The Student Subjective Wellbeing Questionnaire (SSWQ) is a 16-item self-report behavior rating scale for measuring youths' school-specific wellbeing. The SSWQ is comprised of four subscales: (1) Joy of Learning, (2) School Connectedness, (3) Educational Purpose, and (4) Academic Efficacy. Subscale scores can be used as standalone wellbeing indicators or summed to create a Overall Student Wellbeing composite scale.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: 6th Grade, 7th Grade, 8th Grade

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TeamUP is a package of teaching and learning activities based on a theoretically grounded assessment rubric (Hastie et al., 2014). This rubric was designed to guide student learning and to assess the teamwork skills that they practice while undertaking team-based academic assignments in higher education. The focus of the TeamUP Rubric is on the fundamental teamwork behaviours that can be taught, practised and assessed so that individual students are enabled to develop their skills over time. Students use the rubric to provide anonymous peer feedback to each other; the subject coordinator then assigns individual teamwork marks, taking into account peer feedback and other evidence such as project plans and meeting minutes. The other elements of TeamUP aresix lectures and six associated skills practice tutorials on topics directly relevant to the skill domains referred to in the rubric.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

Grades: Post secondary

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The Echelle de Motivation en Education (EME) is based on the tenets of self-determination theory and is composed of 28 items subdivided into 7 subscales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and amotivation. The EME was translated into English and named the Academic Motivation Scale. The English version, the AMS, showed satisfactory levels of internal consistency temporal stability over a one-month period. A confirmatory factor analysis confirmed the 7-factor structure of the AMS.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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The brief resilience scale (BRS) was created to assess the ability to bounce back or recover from stress. The BRS is comprised of 6 items. Items 1, 3, and 5 are positively worded while items 2, 4, and 6 are negatively worded. The BRS is scored by reverse coding items 2, 4, and 6, and finding the mean of the 6 items. The Likert Scale for the BRS is as follows: 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: Post secondary

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This aim of this instrument, the “Career and Work Adaptability Questionnaire"", is to assess the degree of adaptability in adolescents planning their futures. A 50-item Career and Work Adaptability questionnaire with a five-point Likert scale was selected as the response format.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade

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A revised version of the ERQ, the ERQ-CA is meant to be used in non-adult samples. Revision of the ERQ visible in the ERQ-CA include simplification of item wording and a switch from a 7-point Likert scale to a 5-point Likert scale.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The ERQ (Gross & John, 2003) comprises 10 items assessing the ER strategies of CR (6 items) and ES (4 items). Items are rated on a 7-point Likert-type response scale. Higher scores on each scale indicate greater use of the corresponding ER strategy.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: Post secondary

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The graduate skills assessment (GSA) is a five scale, objective measure of undergraduate students' generic skill levels (Hambur et al. 2002). The test includes a multiple-choice component, comprising eighty-three items, and two writing tasks. The multiple-choice component assesses three generic skills - critical thinking, interpersonal understandings and problem solving. It is designed to test skill levels independent of disciplinary content and curricula. The test has parallels in other standardized testing recently implemented in higher education, such as the Collegiate Learning Assessment in the US.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities, Relational Capabilities

Grades: Post secondary

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Created along the Motivation and Engagement Wheel, the Motivation and Engagement Scale consists of eleven motivation and engagement subscales congruent with the eleven first-order factors in the Wheel (i.e., self-efficacy, valuing, mastery orientation, planning, task management, persistence, anxiety, failure avoidance, uncertain control, self-handicapping, and disengagement). The eleven subscales can be separated into four major groups representing the four higher-order motivation and engagement factors (i.e., adaptive cognition, adaptive behaviour, impeding cognition, and maladaptive behaviour). Each of the eleven MES subscales comprises four items—hence, the MES is a 44-item instrument. To respond to the MES, a 5-point Likert-type scale, ranging from 1 (strongly disagree) to 5 (strongly agree), is provided.

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions, Individual Capabilities

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Created along the Motivation and Engagement Wheel, the Motivation and Engagement Scale consists of eleven motivation and engagement subscales congruent with the eleven first-order factors in the Wheel (i.e., self-efficacy, valuing, mastery orientation, planning, task management, persistence, anxiety, failure avoidance, uncertain control, self-handicapping, and disengagement). The eleven subscales can be separated into four major groups representing the four higher-order motivation and engagement factors (i.e., adaptive cognition, adaptive behaviour, impeding cognition, and maladaptive behaviour). Each of the eleven MES subscales comprises four items—hence, the MES is a 44-item instrument. To respond to the MES, a 7-point Likert-type scale, ranging from 1 (strongly disagree) to 7 (strongly agree), is provided—with a 1(strongly disagree) to 5 (strongly agree) scale for use with elementary/primary school students. MES has been adapted for use in 3 different educational stages (primary/elementary school MES-Junior School, high school (MES), university/college MES-University/College) and 3 additional performance domains (Music MES-Music, Work MES-Work, Sport MES-Sport)

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions, Individual Capabilities

Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary

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Created along the Motivation and Engagement Wheel, the Motivation and Engagement Scale consists of eleven motivation and engagement subscales congruent with the eleven first-order factors in the Wheel (i.e., self-efficacy, valuing, mastery orientation, planning, task management, persistence, anxiety, failure avoidance, uncertain control, self-handicapping, and disengagement). The eleven subscales can be separated into four major groups representing the four higher-order motivation and engagement factors (i.e., adaptive cognition, adaptive behaviour, impeding cognition, and maladaptive behaviour). Each of the eleven MES subscales comprises four items—hence, the MES is a 44-item instrument. To respond to the MES, a 7-point Likert-type scale, ranging from 1 (strongly disagree) to 7 (strongly agree), is provided—with a 1(strongly disagree) to 5 (strongly agree) scale for use with elementary/primary school students. MES has been adapted for use in 3 different educational stages (primary/elementary school MES-Junior School, high school (MES), university/college MES-University/College) and 3 additional performance domains (Music MES-Music, Work MES-Work, Sport MES-Sport)

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions, Individual Capabilities

Grades: Post secondary

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The WRC is a certification of an individual's readiness for entry-level work as defined by employers. It is the first assessment for entry-level workers to provide a universal, transferable, national standard for work readiness. The National Work Readiness Credential (WRC) will be awarded to test takers who pass a computer-based assessment of nine critical work readiness skills organized into four modules. The assessment focuses exclusively on entry-level skills. There is a learning curriculum tied to Equipped for the Future (EFF) that aids individuals in their preparation to take the WRC exam

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions, Individual Capabilities, Relational Capabilities

Grades: Post secondary

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The PSI assesses an individual's awareness and evaluation of his or her problem-solving abilities or style, thus provides a global of that individual as a problem solver.The PSI is a self-reported measure . The PSI consists of 32 six-point Likert items, which constitute 3 factors: Problem-Solving Confidence, Approach-Avoidance Style, and Personal Control. The PSI consisted of a 6-point, Likert-type format of 35 items constructed by the authors as face valid measures of each of the five problem-solving stages, based on a revision of an earlier problem-solving inventory (Heppner & Petersen, Note 1). The items were randomly ordered and written to contain an equal number of positive and negative statements about problem solving. Low scores indicate behaviors and attitudes typically associated with successful problem solving.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

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The Revised Life Orientation Test is a revised version of Scheier, Carver, and Bridges', Life Orientation Test (1984). The revised version contains 10 items. Only 6 of the items are used to derive an optimism score. Four of the items are filler items and not used in the scoring. Of the 6 optimism-scored items 3 are keyed in a positive direction and 3 are keyed in a negative direction. Items are answered using a 5-point scale, 0 being strongly disagree, and 4 being strongly agree. Researchers have used the LOT-R with many kinds of people, including adults in poverty (Lynch, Kaplan, & Shema, 1997; Heinonen et al., 2006).

Category: Beyond Academic Capabilities

Sub-Category: Attitudes & Dispositions

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The Self-Construal scale is a 30 items scale used to measure how people view themselves in relation to others. 2 subscales; interdependent self-construal and independent self-construal, comprise this scale. Each item is answered using a 7-point rating scale (1=strongly disagree, 4=neither agree or disagree, and 7=strongly agree). 15 items measure how much the repondent sees their self as separate, unique, and indepedentfrom others, while 15 items measure how much the respondent sees their self as connected, similar, and interdependent with others. Researchers have used the Self-Construal Scale with teens and adults from a wide range of socioeconomic, ethnic, and national backgrounds, including Americans of African, Asian, European, Latinx, Native, and Pacific Islander heritages who live on a low income or are working-class.

Category: Beyond Academic Capabilities

Sub-Category: Relational Capabilities

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