Instruments
Abecedarian Reading Assessment
The Abecedarian Reading Assessment is a comprehensive test that covers the 6 essential domains for reading. The test consists of the decoding, vocabulary, phonological awareness, letter knowledge, phoneme awareness, and knowledge of the alphabetic principle subtests.
Category: Academic Knowledge and Skills
Sub-Category: English Language Arts
Grades: Kindergarten, 1st Grade
Community and Youth Collaborative Institute (CAYCI) School Experiences Survey
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.
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
Culturally Ambitious Teaching Practices in Mathematics (CATP)
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
Diagnostic Teacher Assessment in Mathematics and Science (DTAMS): Elementary Mathematics Teacher Assessments
Diagnostic Mathematics Assessments for Elementary School Teachers are written tests that measure mathematics knowledge in four content domains (Whole Number/Computation, Rational Number/Computation, Geometry/Measurement, Probability/Statistics/Algebra) 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: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) 8th Edition
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 8th Edition is an assessment that can be used for benchmark screening and monitoring growth of students in grades K-8.
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
Early Childhood Classroom Observation Measure (ECCOM)
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
Early Childhood Ecology Scale
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
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
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
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
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
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
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
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
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
Scale of Teacher Empathy for African American Males (S-TEAAM)
The Scale of Teacher Empathy for African American Males (S-TEAAM) measures teachers’ conceptions of empathy and the application of empathy with Black males.
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
Science Discourse Instrument
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
Science Teaching Efficacy Belief Instrument (STEBI)
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
Teacher Multicultural Attitude Survey (TMAS)
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
Teacher Observation of Child Adaptation- Revised (TOCA-R)
Teachers were asked to complete one for each student in their class as a way to identify high-risk children. Teachers were asked to describe, among other things, whether the child completed assignments, was friendly, broke rules, was disobedient, fought, or yelled at others. Teachers used a Likert scale of 0 to 5, with responses including almost never (0), rarely (1), sometimes (2), often (3), very often (4), and almost always (5). The original measure was 16 items, later revised by discarding two and adding 21 more. The items are aggregated into four subscales (Overt Aggression Subscale, Oppositional Subscale, Covert Antisocial Subscale, Authority Acceptance Subscale). For those looking for a scale with less cost and time to administer than the structured interview session, the TOCA-C was been developed in 2009. The TOCA-Checklist is a written, checklist-based version of the TOCA-R.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Kindergarten, 1st Grade
Texas Primary Reading Inventory (TPRI)
TPRI was created to assesses student progress in critical reading domains, including phonemic awareness, graphophonemic knowledge, word reading, comprehension, accuracy, and fluency.
Category: Academic Knowledge and Skills
Sub-Category: English Language Arts
Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade