Instruments
Ethnic Identity Scale-Brief (EIS-B)
Student-reported exploration of their ethnic identity, resolution of their ethnic identity, and affirmation of that identity.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Expectancy-Value-Cost
The EVC scale was developed based on the Expectancy-Value model to understand motivational factors. This brief 10-item scale is designed to be a rapid measure reflecting student's perceptions of the extent they think they can be successful and the extent that they think a task is worthwhile. This scale allows differentiation between three separate motivational factors (expectancy, value, and cost). Additional research on the cost factor has been done, and a cost scale was developed to contribute to research on the Expectancy-Value Model. There are four subscales in the cost scale: task effort cost, outside effort cost, loss of valued alternatives cost, and emotional cost.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
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
Framework for Teaching (FfT)
Framework for Teaching is a classroom observation instrument that can be used for measuring and evaluating the instructional quality of all teachers (from pre-service to experienced) across K-12. The measure can be flexibly used by classroom teachers for professional learning, school leaders for evaluation, researchers for measurement, and system leaders as a common language for organizing the profession.
It should be noted that the majority of research on the Framework for Teaching focused on general education teachers. Studies exploring FfT with special education teachers (see “Psychometric references” below) suggest that they tend to be rated low on FfT’s instruction domain and that FfT does not reflect core practices known to support students with disabilities.
Category: Schooling
Sub-Category: Teaching
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
Frequency of Mathematics Instructional Practices Survey
The Frequency of Mathematics Instructional Practices Survey is a 14-item survey of self-reported instructional practices. The survey can be used by teachers, administrators, teacher educators, policymakers and researchers in order to assess the extent to which teachers' practices are social-constructivist or transmission-based.
Category: Schooling
Sub-Category: Teaching
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
Friendship Quality Questionnaire (FQQ)
The Friendship Quality Questionnaire (FQQ) is a 40-item self report measure of the quality of a child's best friendship. The FQQ is comprised of 6 subscales; validation and caring, conflict resolution, conflict and betrayal, help and guidance, companionship and recreation, and intimate exchange.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 3rd Grade, 4th Grade, 5th Grade, 6th Grade
Gallup Student Poll
The Gallup Student Poll is a web-based survey of engagement, hope, belonging, and wellbeing in students ranging from grade 5 through grade 12. The Gallup Student Poll is available to schools and districts in the United States and Canada.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Geometry Assessments for Secondary Teachers (GAST) Classroom Observation Tool
The Geometry Assessments for Secondary Teachers (GAST) Classroom Observation Tool classifies the teaching moves and instructional tasks of teachers according to cognitive demand. It is designed for use specifically within math lessons focused on similarity, congruence, surface area, and volume. It can be used by teacher educators and researchers to identify the quality of math instruction within this domain.
Category: Schooling
Sub-Category: Teaching
Grades: 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Global Empathy Scale
The Global Empathy Scale (GES) is a measure of high school aged student's self-reported awareness of political and social rights of others, emotional connectedness to others, as well as one's likelihood to speak up for others. The 11-items within this measure are responded to on a Likert scale.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade
Grit Scale
The Grit Scale measures the extent to which individuals are able to maintain focus and interest, and persevere in obtaining long-term goals. It has 8-item, 10-item, and 12-item versions.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Growth Mindset Scale (3-item)
Psychologist Carol Dweck created the 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it. The scale is freely available.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
HEIghten Critical Thinking Assessment
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: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
HEIghten Written Communication Assessment
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. The Written Communication assessment is part of a larger suite that also measures Civic Competency & Engagement, Critical Thinking, Intercultural Competency & Diversity, and Quantitative Literacy.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
High School Survey of Student Engagement (HSSSE)
The High School Survey of Student Engagement, a self-report measure, is built on a three-pronged framework of student engagement in their learning environment. The 121 items in this the survey consists of both open response and selected response questions.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade
Holistic Student Assessment (HSA)
This survey is meant to provide a social-emotional portrait of a young person. The data can be reported at an individual, classroom, school, and district level. The survey measures student perceptions of strengths and struggles in order to show where more support is needed.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Implicit Person Theory Scale
The Implicit Person Theory Scale is an 8-item measure of the extent to which an individual believes they can change. Items within the measure are answered on a six-point Likert scale.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade
Inquiry Science Instruction Observation Protocol (ISIOP)
The Inquiry Science Instruction Observation Protocol (ISIOP) is a structured classroom observation measure for middle and high school science. The measure is used to identify the nature and extent of inquiry science instruction.
Category: Schooling
Sub-Category: Teaching
Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Instructional Quality Assessment (IQA)
The Instructional Quality Assessment (IQA) is a classroom observation instrument that rates the nature and quality of classroom instruction by considering students’ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA uses the following elements to assess instruction: potential of the task, task implementation, rigor of the discussion, teacher’s questions, and accountable talk.
Category: Schooling
Sub-Category: Teaching
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
Interpersonal Reactivity Index (IRI)
The Interpersonal Reactivity Index (IRI) consists of 28 items and measures 4 dimensions of empathy. 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 me well" to 5 "describes me very well."
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
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
Jackson Personality Inventory- Revised
The Jackson Personality Inventory-Revised (JPI-R) was designed to assess personality traits to predict an individual’s behavior in a variety of settings and environments, including work, education, teams, and interpersonal situations. The JPI-R contains 300 true/false items and can be used to assess normal adult personality in selection or counseling contexts, conduct research requiring comprehensive coverage of personality dimensions, assist with guidance and career counseling, and develop greater self-awareness and understanding of human behavior and motivation. The JPI-R measures five cluster scores (Analytical, Extroverted, Emotional, Opportunistic, Dependable) and fifteen subscale scores within the five clusters.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 11th Grade, 12th Grade, Post secondary
Kaufman Domains of Creativity Scale (K-DOCS)
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: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
Learning Behaviors Scale (LBS)
The Learning Behavior Scale (LBS), is a teacher-respondent questionnaire that evaluates a student's behaviors relevant to effective learning. The LBS consists of 29 items, belonging to 4 subscales; competence motivation, attitude toward learning, attention/persistence, strategy/flexibility.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
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
Making Sense of Science (Electric Circuits Assessment)
Making Sense of Science (Electric Circuits Assessment) is a written test that measures teachers' pedagogical content knowledge regarding electric circuits. Test items are aligned to the National Science Education Standards Benchmarks, the Full Option Science System curriculum, and the Science and Technology Concepts curriculum. Items reflect the format and content of the Trends in International Mathematics and Science Study (TIMSS) and National Assessment of Education Progress (NAEP) assessments. The measure has been used as a pre- and post-test to assess the effects of professional development programs. There is also a student written assessment with 15 linked items.
Category: Schooling
Sub-Category: Teaching
Grades: 5th Grade
Mathematical Knowledge for Teaching
The Mathematical Knowledge for Teaching (MKT) instrument measures the specialized knowledge of K-8 teachers of mathematics use in teaching. These measures include items that reflect the real mathematics tasks teachers face in classrooms, such as assessing student work, representing numbers and operations, and explaining common mathematical rules or procedures. Assessments composed of these problems can be used to measure the effectiveness of mathematics-focused professional development.
Category: Schooling
Sub-Category: Teaching
Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
Mathematics Teaching Efficacy Beliefs Instrument (MTEBI)
The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) is a domain-specific modification of the Science Teaching Efficacy Belief Instrument (STEBI). The MTEBI measures pre-service teachers’ beliefs regarding mathematical instruction, students' ability to learn mathematics and teachers’ sense of efficacy in teaching mathematics.
Category: Schooling
Sub-Category: Teaching
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
Matthews & Lopez 2019
Subscales within the article are: Critical Awareness, Heritage Language Expectations, Cultural Content Integration. The authors reported that honoring students’ heritage language (i.e., Spanish) is the mediating element through which cultural content integration predicts mathematics achievement for Latino children.
Category: Schooling
Sub-Category: Teaching
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
Mental Toughness Questionnaire MTQ-48
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: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 11th Grade, 12th Grade, Post secondary
Metacognitive Skills Teacher Questionnaire
The Metacognitive Skills Teacher Questionnaire is an 8-item teacher-respondent assessment of children's metacognitive abilities.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
Motivated Strategies for Learning Questionnaire (MSLQ)
The MSLQ assesses learning strategies and motivation in college students. The motivation scales assess (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distinguished as cognitive, metacognitive, and resource management strategies. The cognitive strategies scales include (a) rehearsal, (b) elaboration, (c) organization, and (d) critical thinking. Metacognitive strategies are assessed by one large scale that includes planning, monitoring, and regulating strategies. Resource management strategies include (a) managing time and study environment; (b) effort management, (c) peer learning, and (d) help-seeking.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test)
The MSCEIT tests the respondent's ability to perceive, use, understand, and regulate emotions. Using every-day life scenarios, the MSCEIT assesses how well an individual can react to and solve emotional problems as well as solve tasks. It was designed for use in corporate, educational, research, and therapeutic settings. Rather than a subjective assessment of one's own emotional intelligence, the MSCEIT uses a performance-based approach. There are many subscores reported in addition to total emotional intelligence (EIQ). These include two area scores for experiential EIQ and strategic EIQ. There are also branch scores of perceiving emotions, managing emotions, using emotions, and understanding emotions.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 12th Grade, Post secondary
Multicultural Efficacy Scale (MES)
The Multicultural Efficacy Scale (MES) measures teachers' multicultural efficacy and the multicultural teacher education dimensions of intercultural experiences, minority group knowledge, attitudes about diversity, and knowledge of teaching skills in multicultural settings.
Category: Schooling
Sub-Category: Teaching
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, Post secondary
Multicultural Staff Development Teacher Survey
The Multicultural Staff Development Teacher Survey analyzes the teachers' perceptions of multicultural education's benefits to their students and who and what is necessary for the students to receive those perceived benefits; the teachers' interest and motivation for attending a multicultural education workshop given a particular format; and the self-perceived awareness of the basic elements surrounding multicultural education.
Category: Schooling
Sub-Category: Teaching
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
Multicultural Teaching Competency Scale (MTCS)
The Multicultural Teaching Competency Scale (MTCS) captures three dimensions of multicultural teaching competency: awareness, knowledge, and skills. Multicultural teaching awareness is defined as three dynamic and continuous processes reflecting teachers’ awareness of (a) self and others as cultural beings, (b) their attitudes and biases, and (c) the need to create culturally sensitive learning environments for all students. Multicultural teaching knowledge captures teachers’ knowledge of culturally responsive pedagogy and instructional strategies related to diverse populations, major sociohistorical and current sociopolitical realities, and cultural dynamics (e.g., ethnic identity, gender socialization, etc.) that may affect between- and within-group differences. Multicultural teaching skills are defined as teachers’ ability to (a) actively select, develop, implement, and evaluate strategies that facilitate the academic achievement and personal development of all students; (b) select and implement culturally sensitive behavioral management strategies and interventions; and (c) participate in ongoing review and evaluation of school policies, procedures, and practices with regard to cultural responsiveness.
Category: Schooling
Sub-Category: Teaching
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
Multidimensional Self-Concept Scale (MSCS)
The Multidimensional Self-Concept Sale (MSCS) is an assessment of self concept intended for use with students in grades 5-12. The MSCS is comprised of 6 subscales, (Social, Competence, Affect, Academic, Family, Physical) each containing 25 items, for a total of 150 items within the assessment.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Multigroup Ethnic Identity Measure-Revised
Student-reported ethnic identity, defined as that part of the student's self-concept derived from his or her knowledge of their membership in a social group, together with the value and significance attached to that membership.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
National Survey of Science and Mathematics Education (NSSME)
The National Survey of Science and Mathematics Education (NSSME) is a periodically administered national survey that collects information from teachers and administrators about STEM offerings in schools. The teacher surveys cover a broad range of topics, including demographic information, experience, pedagogical approaches, professional development, curriculum use, and collaboration. The survey also collects information about teachers' perceptions of how schools are encouraging and supporting student participation in STEM.
Category: Schooling
Sub-Category: Teaching
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
New General Self-Efficacy Scale (NGSE)
The seven NGSE items Chen and Gully (1997) had found to be distinct from the SGSE scale and self-esteem. Because the authors wanted to ensure that the content domain of GSE would be well captured by the NGSE scale, they created seven additional NGSE items, intending to eliminate redundancies later. Consistent with procedures employed by Chen and Gully, when wording the new items authors 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. The authors 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: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
Nondominant Cultural Capital Scales
The Nondominant Cultural Capital Scales operationalize Yosso's (2005) community cultural wealth (CCW) framework. CCW refers to the assets that students of color bring to schooling. The four scales include aspirational capital (the ability to maintain hopes and dreams for the future), familial capital (connections to and knowledge of family and kinship networks), navigational capital (the ability to navigate through schooling institutions that were not designed with communities of color in mind), and resistant capital (the knowledge of and motivation to transform oppressive structures).
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Panorama Social-Emotional Learning Student Surveys
The Panorama Social-Emotional Learning Student Surveys are comprehensive surveys designed to measure social-emotional competencies of students and how they are supported in classrooms and schools.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Patterns of Adaptive Learning Scales (PALS)
PALS is used to investigate the relationship between a student's learning environment and their affect, motivation, and behavior. It consists of both a student scale and a teacher scale. The student scale investigates personal achievement goal orientations, perceptions of teacher goals, perceptions of the goal structures in the classroom, achievement related beliefs, and perceptions of parents and home life. The teacher scale investigates perceptions of goal structures in the school, goal-related approaches to instruction, and personal teaching efficacy.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
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
Positive Youth Development Sustainability Scale (PYDSS)
This scale is meant to be used as a self-reporting tool to assess the impacts of positive youth development programs. These programs are meant to provide opportunities for youth to increase their skills, abilities, and interests in positive activities. This scale was created for both domestic and international use. This scale was based on the PYDI (Arnold et al) but adjusted with items removed and a construct to measure happiness added.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Preschool and Kindergarten Behavior Scales - 2nd Edition (PKBS-2)
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: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade
Preservice Teacher Feedback Survey
The Preservice Teacher Feedback Survey measures beliefs about classroom feedback practices and confidence in giving feedback to students. The measure is designed for use by preservice teachers to assess the extent to which their beliefs and confidence in giving feedback align with research on quality feedback. The measure has been used as a pre- and post-test to assess the effects of initial teacher education courses on assessment.
Category: Schooling
Sub-Category: Teaching
Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Project CRISP Questionnaire
The Culturally Responsive Instruction for Special Populations (CRISP) project is a teacher directed professional development program designed to increase teachers’ awareness of culturally influenced learning and behavior differences in the classroom. Content integration, knowledge construction process, prejudice reduction, empowering school culture, and equity pedagogy are measured.
Category: Schooling
Sub-Category: Teaching
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
Protocol for Language Arts Teaching Observation (PLATO)
The Protocol for Language Arts Teaching Observations (PLATO) is a classroom observation protocol designed to evaluate thirteen elements of English Language Arts (ELA) instruction. It was originally developed for a study of the relationship between teachers' classroom practices and their impact on student achievement. It is currently being used as a professional development tool to support teachers' use of rigorous, research-based teaching practices. PLATO is designed to work across a variety of curricula and instructional approaches.
Category: Schooling
Sub-Category: Teaching
Grades: 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade
Psychological Wellbeing Scale
The Psychological Wellbeing Scale (PWB) is comprised of several subscales (self acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth) that measures six aspects of wellbeing and happiness. Individuals respond to the 42 items within this measure using a seven-point Likert scale.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
Pure Procrastination Scale (PPS)
The 12-item Pure Procrastination Scale (PPS) was created by combining the 12 highest loading items from 3 other procrastination assessments. Respondent indicate their answers to question items on a 5-point Likert Scale ranging from 1 (very seldom or not true of me) to 5 (very often true or true of me). The PPS has been translated into several languages.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
REACH (Relationships) Survey
This survey is a measure of social, emotional, and other factors on a student's motivation to learn. It can be used to capture a one-time snapshot of academic motivation drivers, or can be administered multiple times to assess change in students' motivation and strengths over time.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
Recognizing Effective Special Education Teachers (RESET)
RESET is a special education teacher observation system that includes observation protocols aligned with evidence-based instructional practices for students with high-incidence disabilities.
Category: Schooling
Sub-Category: Teaching
Grades: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade
Reformed Teaching Observation Protocol (RTOP)
The Reformed Teaching Observation Protocol (RTOP) is an observational instrument that can be used to assess the degree to which mathematics or science instruction in grades K-12 is “reformed”. Trained observers rate teachers' instruction across three domains: Lesson Design and Implementation; Content; Classroom Culture. Possible scores range from 0 to 100 points, with higher scores reflecting a greater degree of use of reform-based instructional practices.
Category: Schooling
Sub-Category: Teaching
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, Post secondary