Instruments

Displaying 1 - 50 of 64

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

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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

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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

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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: Student Well-Being

Sub-Category: Social-Emotional Competence

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

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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

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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: 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

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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

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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

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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

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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: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: 10th Grade, 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: Student Well-Being

Sub-Category: Social-Emotional Competence

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

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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

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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

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The Challenging Situations Task (CST) is designed to assess a child's affective and behavioral responses when presented with hypothetical peer situations. The design of this instrument consists of the presentation of pictures of a particular situations, accompanied by verbal descriptions. Children are then prompted to indicate how they feel about the situation and asked to choose from four emotion choices using schematic drawings.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Pre-Kindergarten

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This 22-item questionnaire is designed to assess children's perceptions of their ability to enact prosocial verbal persuasive skills in specific peer situations. 12 scale items describe conflict situations, and 10 items describe non-conflict situations. Students are asked to respond to each situation on a four-point Likert scale.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: 3rd Grade, 4th Grade, 5th Grade

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The CSSWQ 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: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

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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

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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

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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

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The CCTT is designed to assess students’ reasoning ability. The assessment spans five subscales: Induction, Deduction, Observation, Credibility, and Assumptions.

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

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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

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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

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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: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

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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

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The Devereux Student Strengths Assessment (DESSA) is a behavior rating scale that assess eight social-emotional competencies in children in kindergarten through eighth grade. Additionally, a new high school assessment is also available.DESSA is completed by parents/guardians, teachers, or staff members at schools and similar institutions such as after-school, social service and mental health programs. The assessment can be administered via computer or paper and pencil and is available in both English and Spanish.

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

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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

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ERICA is a 16 item scale to assess emotion regulation in middle childhood and adolescence. The ERICA was developed in 2009 and yields 3 factors, Emotional Control, Emotional Self-awareness, and Situational Responsiveness. 

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

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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

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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

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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

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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: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

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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: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

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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

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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

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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 self-report items, Likert teacher-report items, and an alternate type of assessment (e.g., situational judgments).

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

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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

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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

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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

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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

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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

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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

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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

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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

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The Regulatory Focus Questionnaire (RFQ) differentiates between: A prevention focus that emphasizes safety and responsibility, views goals as oughts, and is concerned with non-losses and losses. The RFQ was derived from a factor analysis of items assessing the history of individuals’ success at promotion and prevention tasks over the course of their lives. This questionnaire consists of 11 items that are answered on a scale of 1-5.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

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The Rosenberg Self-Esteem Scale (RSES) is a 10-item scale measuring self-esteem within respondents. Half of the scale items are worded positively, while the other half are worded negatively. Each scale item is answered using a 4-point Likert scale, 1 being strongly agree and 4 being strongly disagree. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: 8th Grade, 9th Grade, 10th Grade

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Self-report instrument that measures empathy toward people of racial and ethnic backgrounds different from one’s own. SEE is composed of three instrumental aspects: intellectual empathy, empathic emotions, and the communication of these perspectives to others via word or action. These resolve into three constructs: Empathic expression; empathic perspective-taking; acceptance of cultural differences.

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

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The School Social Behavior Scales (SSBS) are sold by Brookes Publishing and measure social competence and antisocial behavior (with 32 items measuring each). They are filled out by teachers and evaluated by psychologists, and are meant to be accompanied by the Home & Community Social Behavior Scales (HCSBS)--to be completed by a parent or other adult the student knows well--for a complete assessment.

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

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The SDI is a set of measures to assess a student's self determination. It includes questions about choice making, goal setting, and decision making. The Inventory includes a self-report measure for people aged 13-22 with or without disabilities, as well as a parent or teacher report for an outside perspective. These two assessments can be combined for a full view of a student's self-determination. The assessment uses a continuous scale between "Agree" and "Disagree" on their online platform.  For a non-visual option, those using a screen reader can use higher numbers to show higher agreement. There are 17 questions in the measure. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

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SELweb is an online, performance-based social-emotional learning (SEL) assessment system designed to measure social thinking skills 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

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The Shyness Mindset Scale (Valentiner et al., 2011) is an open-source 4-item measure of perceptions about social interaction and competence as well as specific beliefs regarding shyness in social settings. This measure was developed in the context of a study that applied mindset theory to the domain of inhibited social behavior using a sample of 93 incoming college freshmen. It was adapted from Dweck's work on mindset for intelligence (Hong, Chiu, Dweck, Lin, & Wan, 1999).

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: 11th Grade, 12th Grade

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