Instruments

Displaying 1 - 29 of 29

This assessment is designed to assess the mindsets of mathematics teachers at the middle and high school levels in teaching mathematics to African American students. The purpose of the survey is to provide an indication of (a) teachers’ mindsets that may be productive or unproductive in supporting the mathematical learning of African American students; (b) teachers’ awareness of and attribution for success and challenges in African American students’ learning of mathematics; and (c) teachers’ feelings of self-efficacy and/or support in enacting equitable instruction.

Category: Schooling

Sub-Category: Teaching

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

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The Classroom Assessment Scoring System™ (CLASS™) is an observational instrument developed to assess instructional quality in PK-12 classrooms. It is a tool for analyzing the quality of teacher-student interactions in the classroom by capturing multiple dimensions of teaching that are linked to student achievement and development. It produces qualitative ratings of teacher performance on a scale from 1-7 across three broad domains: emotional support, classroom organization, and instructional support.

Category: Schooling

Sub-Category: Teaching

Grades: Pre-Kindergarten, 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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COEMET is a classroom observation instrument that evaluates classroom culture and the use of specific math activities. It includes questions about how actively the teacher interacts with the children, how the teacher uses teachable math moments, how math is displayed in the physical environment of the room, how confident the teacher appears about math, etc. The specific math activities measured are not connected to a specific curriculum.

Category: Schooling

Sub-Category: Teaching

Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade

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The Classroom Practices Inventory is a classroom observation measure for early childhood classrooms. It is designed to assess the developmental appropriateness of classroom and curricular practices, teachers actions, children's activities, and teacher-child interactions.

Category: Schooling

Sub-Category: Teaching

Grades: < 3 Years, Pre-Kindergarten, Kindergarten

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The Culturally Responsive Teaching Survey measures instructional practices associated with culturally responsive teaching, including conveying respect and connectedness, building on students' personal experiences, and encouraging confidence as learners.

Category: Schooling

Sub-Category: Teaching

Grades: Post secondary

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Diagnostic Mathematics Assessments for Middle School Teachers are written tests that measure mathematics knowledge in four content domains (Number/Computation, Geometry/Measurement, Probability/Statistics, Algebraic Ideas) and across four types of knowledge (Memorized Knowledge; Conceptual Understanding; Problem Solving/ Reasoning; and Pedagogical Content Knowledge). Researchers, professional development providers, and course instructors can administer the assessments as pre- and post-tests before and after workshops, institutes, or courses to determine growth in teachers' content knowledge. Multiple parallel versions of each assessment are available.

Category: Schooling

Sub-Category: Teaching

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

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Diagnostic Science Assessments for Middle School Teachers are written tests that measure mathematics knowledge in three content domains (Physical Science; Life Science; Earth/Space Science) and across four types of knowledge (Declarative Knowledge; Scientific Inquiry and Procedures; Schematic Knowledge; Pedagogical Content Knowledge). Researchers, professional development providers, and course instructors can administer the assessments as pre- and post-tests before and after workshops, institutes, or courses to determine growth in teachers' content knowledge. Multiple parallel versions of each assessment are available.

Category: Schooling

Sub-Category: Teaching

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

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The Early Childhood Classroom Observation Measure (ECCOM) is a classroom observation instrument that rates the nature and quality of academic instruction and the overall learning environment. The instrument is based on social-constructivist learning theory, such that in high-scoring classrooms teachers are identified as actively guiding and supporting children's learning efforts and the development of their social skills.

Category: Schooling

Sub-Category: Teaching

Grades: Pre-Kindergarten, Kindergarten, 1st Grade

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Using the frameworks of cultural responsiveness and classroom management, the Early Childhood Ecology Scale (ECES) is developed to be an observation and reflective tool to examine teacher candidates' notions of classroom ecology. It includes five sub-domains to measure teacher's interaction with diverse students. These subdomains are sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical.

Category: Schooling

Sub-Category: Teaching

Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade

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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

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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

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K-TEEM is a web-based assessment designed to measure early elementary teachers' mathematical knowledge for teaching.

Category: Schooling

Sub-Category: Teaching

Grades: Kindergarten, 1st Grade, 2nd Grade

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The Maslach Burnout Inventory: Educators Survey (MBI-ES) is a version of the Maslach Burnout Inventory measuring professional burnout among educators (teachers, staff, and volunteers). It contains 22 items examining emotional exhaustion, depersonalization, and personal accomplishment on a 7-point Likert scale ranging from “never” to “every day.”

Category: Schooling

Sub-Category: Teaching

Grades: Pre-Kindergarten, 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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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The Science Discourse Instrument (SDI) is an observation tool and rubric used to evaluate the quality of discussions in science classrooms. There are six categories for observation in the SDI, which are considered essential to strong discourse in science classrooms, three of the categories focus on teachers and three focus on students. The categories for teachers are: asking open ended questions; pressing for explanation; and linking discussions. The categories for students are: explanation of ideas; co-constructing ideas with peers; and critiquing the reasoning of others.

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

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The Science Teaching Efficacy Belief Instrument (STEBI) can be used to measure science teachers’ self-efficacy and outcome expectancy across all levels of teaching. The STEBI-A is the version recommended for use with in-service teachers; the STEBI-B is the version recommended for use with pre-service teachers.

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

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The Student Measure of Culturally Responsive Teaching (SMCRT) explores students’ perspectives about culturally responsive teaching practices in their school.

Category: Schooling

Sub-Category: Teaching

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

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STeP is a tool that allows instructors to be evaluated by their students across a set of categories identified as critical for effective classroom instruction. Two optional open-ended questions are also included at the end allowing students to provide additional input that may not be fully captured in the body of the survey.

Category: Schooling

Sub-Category: Teaching

Grades: 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 20-Item Teacher Multicultural Attitude Survey (TMAS) is a unidimensional self-report inventory of teachers' multicultural awareness and sensitivity. The survey analyzes teachers' multicultural awareness, appreciation, and tolerance. 

Category: Schooling

Sub-Category: Teaching

Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade

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The Teacher Subjective Wellbeing Questionnaire is an 8-item self-report rating scale measuring teachers' job-specific wellbeing. It comprises two subscales: (1) School Connectedness and (2) Teaching Efficacy. Subscale scores can be used as standalone wellbeing indicators or summed to create an Overall Teacher Subjective Wellbeing composite score.

Category: Schooling

Sub-Category: Teaching

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The Technological Pedagogical Content Knowledge (TPACK) instrument is a self-efficacy survey that seeks to monitor and assess teachers' development of TPACK and seven interrelated knowledge domains. The measure is primarily aimed towards pre-service secondary mathematics teachers and can be used to longitudinally study program effectiveness at TPACK development, and to conduct large-scale multi-institutional research studies (Zelkowski, et al., 2013).

Category: Schooling

Sub-Category: Teaching

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

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