Instruments

Displaying 1 - 50 of 141

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: 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

More →

The Achenbach System of Empirically Based Assessments (ASEBA) is a comprehensive assessment system designed to assess competencies, strengths, adaptive functioning, and behavioral, emotional and social problems in individuals 1.5 to 90 years of age. The ASEBA is used widely used in the following settings: mental health services, schools, medical settings, child and family services, multicultural assessments, public health agencies and additionally in similar settings.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: < 3 Years, 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

More →

The State Metacognitive Inventory consists of 20 items that measure self-regulatory processes in high school and college aged students within academic settings. Question items are scored on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The inventory is comprised of 4 subscales: Awareness, Cognitive strategy, Planning and Self-checking.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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. The three subscores are affective empathy, cognitive empathy, and sympathy.  

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

The Advanced Placement (AP) U.S. Government and Politics test asseses high school students enrolled in the relevant AP course on their understanding of political concepts, including, for example, their ability to analyze foundational documents and apply SCOTUS decisions to real life scenarios.

Category: Academic Knowledge and Skills

Sub-Category: Civics

Grades: 11th Grade, 12th Grade

More →

The aimswebPlus math assessments are sold by Pearson. These online assessments include curriculum-based measures (CBM) and a standards-based assessment designed for screening, progress monitoring, and evaluation of intervention.

Category: Academic Knowledge and Skills

Sub-Category: Math

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

More →

The aimswebPlus reading subtests screen and monitor the reading skills of PreK–12 students. aimswebPlus also has add-on screeners for behavior and dyslexia.

Category: Academic Knowledge and Skills

Sub-Category: English Language Arts

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

More →

The Analytical Reading Inventory (ARI) is an informal standards-based tool designed to measure the reading level of students. The test can be used for students from Kindergarten to high school. The tenth edition of ARI offers detailed instructions and case study for teachers of all experience levels to assess their students' reading abilities. It is comprised of a series of literary and informational text reading passages of increasing difficulty.

Category: Academic Knowledge and Skills

Sub-Category: English Language Arts

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

More →

The ARC self determination scale, developed in 1995, assesses the self-determination strengths and weaknesses of adolescents with disabilities, facilitates student involvement in their education,  and aids in developing self-determination goals for students. The assessment yields a total self-determination score and four subscores (autonomy, self-regulation, psychological empowerment, and self-realization). Raw scores are converted into percentile scores using available data on norms. An adult version of the scale was developed later. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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

More →

The Attitudes and Behavior Survey is intended to be used by communities, schools, and programs to enhance the wellbeing of young people. It is primarily used to monitor trends among youth and is not validated for use as a pre and post-measurement. The results can be used to monitor student wellbeing trends, set priorities for state services, and to provide a base framework for work with youth.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

The BADER Reading and Language Inventory was constructed for use by teachers of K–12 and adult students to determine students' literacy levels, plan instruction, and make referrals to appropriate specialists. Portions of this test can also be used for quick screening or initial placement for students. 

Category: Academic Knowledge and Skills

Sub-Category: English Language Arts

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

More →

The Bar-On Emotional Quotient Inventory is a 133-item self-report inventory, in which items are responded to on a five-point Likert scale. Items are summed to reflect a total score as well as scoring in five dimensions (Intrapersonal intelligence, Interpersonal intelligence, Adaptability, Stress management, and General mood).

Category: Student Well-Being

Sub-Category: Mental Health, Social-Emotional Competence

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

More →

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: 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

More →

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: Student Well-Being

Sub-Category: Mental Health, 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

More →

The Behavior Assessment System for Children (BASC), which is sold by Pearson, aims to measure adaptive behaviors, problem behaviors, and individual thoughts and feelings. It contains multiple evaluation forms: Teacher Rating Scales (TRS) and the Student Observation System (SOS) to be completed by a teacher; Parent Rating Scales (PRS), the Parenting Relationship Questionnaire (PRQ), and the Structured Developmental History (SDH) to be completed by a parent, and the Self-Report of Personality (SRP) to be completed by the student. Each form can be completed separately or in combination. 

Category: Student Well-Being

Sub-Category: Mental Health, Social-Emotional Competence

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

More →

The BRIEF was developed in 2000 and assesses a student's executive functioning in the home and school. It includes parent response forms and teacher response forms. Designed to assess the abilities of a broad range of children and adolescents, the BRIEF is useful when working with children who have learning disabilities and attention disorders, traumatic brain injuries, lead exposure, pervasive developmental disorders, depression, and other developmental, neurological, psychiatric, and medical conditions. The BRIEF has eight clinical scales (Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, Monitor) and is helpful in indicating attention disorders. The BRIEF has been adapted into 60 languages and for use from age 2-90. Recently, the BRIEF2 was created for ages 5-18. The BRIEF2 is shorter, but has no additional clinical items, allowing for consistency of data collection between the BRIEF and BRIEF2, and results can be translated from the BRIEF to the BRIEF2 to take advantage of new normative data. The BRIEF2 also has increased sensitivity for detecting ADHD and ASD. 

Category: Student Well-Being

Sub-Category: Mental Health, Social-Emotional Competence

Grades: < 3 Years, 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

More →

The BERS-2 measures personal strengths and competencies in children 5-18. 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 six aspects of a child's strength: interpersonal strength, involvement with family, intrapersonal strength, school functioning, affective strength, and career strength.

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

More →

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: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

The CM3 is sold by Insight Assessment and is designed to measure the degree to which a student feels that they are cognitively engaged and mentally motivated toward intellectual activities that involve reasoning. This test contains seven scales of critical thinking: (a) truth‐seeking, (b) open‐mindedness, (c) analyticity, (d) systematicity, (e) confidence in reasoning, (f) inquisitiveness, and (g) maturity of judgment. It offers online and paper formats and a Likert response type. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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. A short form also exists. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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

More →

Student-reported sense of class cohesion, belonging, trust, and feeling heard.

Category: Schooling

Sub-Category: Teaching

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

More →

The CWRA+ is sold by Council for Aid to Education, Inc. It 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. This instrument has no published psychometrics and is not widely used.

Category: Student Well-Being

Sub-Category: English Language Arts, Math, Social-Emotional Competence

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

More →

Self-reported survey designed to assess denial of the existence of racism and racial dynamics. Higher scores on each of the CoBRAS factors and the total score are suggested to be related to greater:  (a) global belief in a just world; (b) sociopolitical dimensions of a belief in a just world, (c) racial and gender intolerance, and (d) racial prejudice.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

This survey uses the risk and protective factor model to assess youth problem behaviors including violence, delinquency, school dropout, and substance abuse. It also includes youth feelings of family relationships and community climate.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

The Communities that Care Youth Survey (CTCYS) measures drug use, familial relationships, and school climate in 5th - 12th grade students. It is provided free of charge through the Center for Substance Abuse and Prevention. It is utilized in Communities that Care Intervention Programs and the International Youth Development Study (IYDS). 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

This body of surveys include forms for teacher/staff and parent/caregiver responses in addition to student responses. Each survey can include a number of scales which can be included or excluded according to the goals of the survey administrator. Some of these subscales include academic motivation, experiences in schools, substance use, and peer relationships. The technical reports for each subscale can be found at the following link: http://cayci.osu.edu/surveys/surveys-and-technical-reports/

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

More →

The Comprehensive Test of Phonological Processing Second Edition (CTOPP-2) is an assessment that focuses on measuring the phonological processing abilities of students grades PreK-12. The CTOPP-2 contains several composites: phonological awareness, phonological memory, rapid symbolic naming, rapid non-symbolic naming, and alternate phonological awareness.

Category: Academic Knowledge and Skills

Sub-Category: English Language Arts

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

More →

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: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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: 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

More →

The CoVitality SEHS, partially funded by IES at the US Department of Education, aligns with national frameworks of social-emotional competencies, measuring student strengths. There are three forms for use in corresponding grade levels: primary, secondary, and higher education. 

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, Post secondary

More →

The Creative Self-Efficacy Scale (CSE) is a self-report measure of creative self-efficacy in middle and high school aged students. The 3 items contained within the CSE are answered on a five-point Likert scale.

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

More →

Culturally Ambitious Teaching Practices in Mathematics (CATP) measures practices that support the development of a culturally relevant classroom environment.

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

More →

This survey is inteded to assess the strengths, supports, and social-emotional factors essential for youth success. It is built on the Developmental Assets Framework, which describes 40 external and internal assets necessary for success and thriving in the future. The DAP shows youth perspectives in many parts of their lives: personal, peers, family, school, and community.

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

More →

The Devereux Student Strengths Assessment High School Edition (DESSA-HSE) is designed to assess social and emotional skills in 9-12th graders. It is aligned with the CASEL framework and measures eight SEL competencies (self awareness, self management, social awareness, relationship skills, optimistic thinking, decision making, personal responsibility, and goal-directed behavior). Other versions of the DESSA exist, including a K-8 version and short-forms for both the HSE and K-8. 

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

More →

The ISSAQ Intake Survey assesses the noncognitive skills of students transitioning into college (e.g., through college access programs, advising, first-year experience). The survey addresses twelve factors that represent the behavioral, motivational, emotional, and social domains of college success: organization, quality of focus, engagement, goal commitment, persistence, effort of focus, calmness, coping strategies, self-efficacy, help seeking, sense of belonging, and institutional commitment. These factors are used to articulate students' strengths and challenges, identify their likelihood of academic success and persistence, and connect them with support and resources.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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 as 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: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

The Efficacious Self-Presentation Scale (ESS) is a 36 item questionnaire that measures 6 different dimensions: Social self-confidence; Self-image regulation; Bodily self-confidence; Social sensitivity; Social openness; and Social desirability. All responses are expressed on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree).

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

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

More →

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. This 19-item scale can be found in the appendix: https://doi.org/10.1016/j.cedpsych.2015.03.002 

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

More →

aReading, or Adaptive Reading, is an assessment that measures the reading skills of students grades K-12. The test can be used to screen and identify students at risk for academic delays, but is not meant for progress monitoring. aReading is a computer adaptive and contains both multiple-choice and open response questions.

Category: Academic Knowledge and Skills

Sub-Category: English Language Arts

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

More →

FastBridge CBMmath consists of group-administered, standards-aligned assessments designed for universal screening in Grades 1–8, and progress monitoring for grades K–12.

Category: Academic Knowledge and Skills

Sub-Category: Math

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

More →

FastBridge CBMreading is an assessment that can be used for screening and monitoring the progress of students in grades 1-12. CBMreading is an index of word reading efficiency, and can be administered in one minute per assessment. The test can be used up to five times per year to screen students and is available in both English and Spanish.

Category: Academic Knowledge and Skills

Sub-Category: English Language Arts

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

More →

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 grades 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.

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

More →

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

More →

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

More →

GMRT-4 measures overall reading achievement spanning each important stage along the reading continuum—from oral language to mature reading comprehension. The underlying foundation of GMRT is that it is useful for teachers and schools to know the general level of reading achievement of individual students throughout their entire school careers.

Category: Academic Knowledge and Skills

Sub-Category: English Language Arts

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

More →