Instruments

Displaying 1 - 30 of 30

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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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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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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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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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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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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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 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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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 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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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 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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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 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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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 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 5-point Likert-type scale, ranging from 1 (strongly disagree) to 5 (strongly agree), is provided. An 11 item short form is also available. 

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).  An 11 item short form is also available. 

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 Sense of Control Scale 14 has 12 items that measure a person’s sense of mastery over their outcomes (e.g., “Whether or not I am able to get what I want is in my own hands”) and perceptions of constraints on their behavior (e.g., “Other people determine most of what I can and cannot do”).

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: Post secondary

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The Social Problem-Solving Inventory-Revised (SPSI-R; D’Zurilla et al., 2002) is a 52-item, Likert-type inventory consisting of five major scales that measure the five different dimensions in the D’Zurilla et al. social problem-solving model. These scales are the Positive Problem Orientation (PPO) scale (5 items), the Negative Problem Orientation (NPO) scale (10 items), the Rational Problem Solving (RPS) scale (20 items), the Impulsivity/Carelessness Style (ICS) scale (10 items), and the Avoidance Style (AS)scale (7 items). Using this instrument, “good” social problem-solving ability is indicated by high scores on PPO and RPS and low scores on NPO, ICS, and AS, whereas “poor” social problem-solving ability is indicated by low scores on PPO and RPS and high scores on NPO, ICS, and AS. In addition to the five major scales, the RPS scale is broken down into four subscales (each with five items) that measure the four major problem-solving skills in the D’Zurilla et al. social problem-solving model: (a) the Problem Definition and Formulation (PDF) subscale, (b) the Generation of Alternative Solutions (GAS) subscale,(c) the Decision Making (DM) subscale, and (d) the Solution Implementation and Verification (SIVS) subscale. A 25-item short form of the SPSI-R is also available that measures the five major problem-solving dimensions but does not provide subscales that measure the four specific skills within the rational problem-solving construct.

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

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

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The TEIQue is a scientific measurement instrument based exclusively on trait EI theory and providing a comprehensive assessment of the emotional world of the individual. The TEIQue is predicated on trait EI theory, which conceptualises emotional intelligence as a personality trait, located at the lower levels of personality hierarchies. Several version of the TEIQue are available at the London Psychometrics Laboratory website. These versions include:

  • TEIQue Short Form
  • TEIQue Adolescent Form
  • TEIQue Adolescent Short Form
  • TEIQue 360 degrees
  • TEIQue 360 degrees Short Form
  • TEIQue Child Form
  • TEIQue Child Short Form

Category: Beyond Academic Capabilities

Sub-Category: Individual Capabilities

Grades: 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 Washoe County School District Social and Emotional Competency Assessments (WCSD-SECAs) are free, open-source instruments that measure the self-reported social and emotional competencies of students in grades 5-12. The WCSD-SECA instruments were developed through a collaboration among WCSD, the Collaborative for Academic and Social and Emotional Learning (CASEL), and the University of Illinois at Chicago through an Institute of Education Sciences Research-Practitioner Partnership grant. 

Category: Beyond Academic Capabilities

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

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