Instruments

Displaying 1 - 50 of 81

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 Adult Adolescent Parenting Inventory (AAPI-2.1) is a 40-item self-reporting inventory that measures parental behaviors and is commonly used to assess the risk of child abuse and neglect. The AAPI-2.1 provides five subscales: expectations of children, parental empathy towards children's needs, use of corporal punishment, parent-child family roles, and children's power and independence. The instrument is offered in English, Spanish, Creole, and Arabic.

Category: Home and Community

Sub-Category: Parenting

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The Assessing School Settings: Interactions of Students and Teachers observational measure (ASSIST) is a classroom observation instrument that rates social processes occurring in the classroom. The instrument was initially developed to evaluate students' and teachers' behaviors using the Positive Behavior Intervention and Support (PBIS), however, recent updates have primarily focused on teachers. Teachers' behaviors are rated through event‐based tallies and global ratings. The measure has been used to evaluate the effects of school-wide interventions, and the relationship between teacher and student behaviors.

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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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 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 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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The Child-Parent Relationship Scale (CPRS) is an instrument developed at University of Virginia’s Curry School of Education and Human Development that assesses parents’ views of their relationship with their child. Created by Dr. Robert Pianta, Ph.D., the instrument consists of 30 items. There is also a short form with 15 items available.

Category: Home and Community

Sub-Category: Parenting

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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 CIRCLE Classroom Observation Tool is primarily used as a coaching tool to support the development of high-quality instruction in early childhood classrooms. The tool is used to rate teachers' behavior and instruction during classroom observation visits spread over a full academic year.

Category: Schooling

Sub-Category: Teaching

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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 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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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 Coping Flexibility Scale is a 10-item assessment containing two subscales that measure evaluation coping and adapative coping. Each subscale contains 5 items that are rated on a 4-point Likert scale.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: 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 Culturally Responsive Instruction Observation Protocol (CRIOP) is a comprehensive framework and evaluation tool that operationalizes culturally responsive instruction. Indicators of culturally responsive instruction are rated on a scale of 0 (never) to 4 (consistently); and each indicator includes detailed examples of what constitutes responsive and non-responsive practice. CRIOP is intended for use as a classroom observation guide for coaches, principals, instructional coaches, etc. to support classroom teachers in the development of more culturally responsive instruction.

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 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 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

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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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The Early Language & Literacy Classroom Observation Toolkit (ELLCO) is a classroom observation measure that assesses the quality of the classroom environment and teacher practices across five key elements: classroom structure, curriculum, the language environment, books and book reading opportunities, and print and early writing support. The measure is primarily designed for administrators and teachers of preschool and early elementary classrooms to use for professional development and program improvement.

Category: Schooling

Sub-Category: Teaching

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

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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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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

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The Geometry Assessments for Secondary Teachers (GAST) Classroom Observation Tool classifies the teaching moves and instructional tasks of teachers according to cognitive demand. It is designed for use specifically within math lessons focused on similarity, congruence, surface area, and volume. It can be used by teacher educators and researchers to identify the quality of math instruction within this domain.

Category: Schooling

Sub-Category: Teaching

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

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The Healthy Families Parenting Inventory (HFPI) is a self-reporting instrument that measures nine parenting domains: social support, problem-solving, depression, personal care, mobilizing resources, role satisfaction, parent/child interaction, home environment, and parenting efficacy. The instrument, which contains 63 items, is often used for assessing home visitation early childhood programs.

Category: Home and Community

Sub-Category: Parenting

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The HEIghten® Written Communication assessment addresses four dimensions: Knowledge of social and rhetorical situations, knowledge of conceptual strategies, knowledge of language use and conventions, knowledge of the writing process. The HEIghten Written Communication assessment is administered in a single 45-minute testing session. The first section consists of an essay task that requires the test taker to compose an original response which adopts or defends a position on a claim. In the second section, the test taker is presented with two passage-based sets, each of which includes 12 selected-response questions. The Written Communication assessment is part of a larger suite that also measures Civic Competency & Engagement, Critical Thinking, Intercultural Competency & Diversity, and Quantitative Literacy.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

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The High School Survey of Student Engagement, a self-report measure, is built on a three-pronged framework of student engagement in their learning environment. The 121 items in this the survey consists of both open response and selected response questions.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

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This survey is meant to provide a social-emotional portrait of a young person. The data can be reported at an individual, classroom, school, and district level. The survey measures student perceptions of strengths and struggles in order to show where more support is needed.

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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Social psychologist Arthur Aron and colleagues (1992) developed the single-item Inclusion of Other in the Self (IOS) scale to measure how close the respondent feels with another person or group. The IOS has been given to respondents as young as five years old (Cameron, 2006), as well as to teens and adults. It has also been used with respondents living on a low income and previously incarcerated respondents (Folk et al., 2016; Mashek, Cannaday, & Tangney, 2007). Respondents see seven pairs of circles that range from just touching to almost completely overlapping. One circle in each pair is labeled “self,” and the second circle is labeled “other.” Respondents choose one of the seven pairs to answer the question, “Which picture best describes your relationship with [this person/group]?” Researchers indicate what person or group the “other” circle stands for (e.g., “your romantic partner,” “your parents,” “your community,” etc.). 1 = no overlap; 2 = little overlap; 3 = some overlap; 4 = equal overlap; 5 = strong overlap; 6 = very strong overlap; 7 = most overlap.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: 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 Inquiry Science Instruction Observation Protocol (ISIOP) is a structured classroom observation measure for middle and high school science. The measure is used to identify the nature and extent of inquiry science 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 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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The Jackson Personality Inventory-Revised (JPI-R) was designed to assess personality traits to predict an individual’s behavior in a variety of settings and environments, including work, education, teams, and interpersonal situations. The JPI-R contains 300 true/false items and can be used to assess normal adult personality in selection or counseling contexts, conduct research requiring comprehensive coverage of personality dimensions, assist with guidance and career counseling, and develop greater self-awareness and understanding of human behavior and motivation. The JPI-R measures five cluster scores (Analytical, Extroverted, Emotional, Opportunistic, Dependable) and fifteen subscale scores within the five clusters.  

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

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The Mathematical Quality of Instruction (MQI) is a Common Core-aligned observational rubric that provides a framework for analyzing mathematics instruction. Observers rate instruction across five domains: common core-aligned student practices; working with students and mathematics; richness of mathematics; errors and imprecision; and, classroom work. Although originally designed for research use, the MQI can be used as a tool to support teachers' professional development.

Category: Schooling

Sub-Category: Teaching

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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 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 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

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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 Parent Behavior Checklist (PBC) is a self-reporting instrument designed for parents with children 1-4 years years old. The instrument, which only takes 10-20 minutes to complete, provides expectations, nurturing, and discipline subscales.

Category: Home and Community

Sub-Category: Parenting

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The Parent Reading Belief Inventory (PRBI) is a self-reporting instrument that assess parents' beliefs about the frequency, quality, and importance of their child's literacy activities. The 42-item instrument provides seven subscales: positive affect, verbal participation, resources, teaching efficacy, knowledge base, environmental input, and reading instruction.

Category: Home and Community

Sub-Category: Parenting

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The Parent Success Indicator (PSI) is a self-reporting instrument that assess parental behavior, specifically related to communication, use of time, teaching, frustration, satisfaction, and information needs. The PSI is designed for parents with children 10-14 years of age and offers a child survey as well. English and Spanish versions of the instrument are available.

Category: Home and Community

Sub-Category: Parenting

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The Parent-Child Relationship Inventory (PCRI) is an instrument for parents to assess their relationship with their children. The instrument, which contains 78 items, has been standardized on over 1,100 parents in the United States. The PCRI can be completed in 15 to 20 minutes.

Category: Home and Community

Sub-Category: Parenting

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The Parenting Sense of Competence Scale (PSOC) is a self-reporting instrument that measures and assesses parent self-efficacy. The instrument, designed for parents with children birth-17 years of age, was originally developed by Gibaud-Wallston and Wandersman (1978) with skill knowledge and value competence subscales but has been translated and revised by Johnston and Marsh (1989) for use with older children.

Category: Home and Community

Sub-Category: Parenting

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This scale is meant to be used as a self-reporting tool to assess the impacts of positive youth development programs. These programs are meant to provide opportunities for youth to increase their skills, abilities, and interests in positive activities. This scale was created for both domestic and international use. This scale was based on the PYDI (Arnold et al) but adjusted with items removed and a construct to measure happiness added.

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 Preschool and Kindergarten Behavior Scales-Second Edition (PKBS-2) is a behavior rating scale designed for use with children ages 3 through 6 years. This unique behavior rating scale is easy to use, very practical, and based on a solid foundation of research. With 76 items on two separate scales, it provides an integrated and functional appraisal of the social skills and problem behaviors of young children. The scales can be completed by a variety of behavioral informants, such as parents, teachers, and other caregivers.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

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The Protocol for Language Arts Teaching Observations (PLATO) is a classroom observation protocol designed to evaluate thirteen elements of English Language Arts (ELA) instruction. It was originally developed for a study of the relationship between teachers' classroom practices and their impact on student achievement. It is currently being used as a professional development tool to support teachers' use of rigorous, research-based teaching practices. PLATO is designed to work across a variety of curricula and instructional approaches.

Category: Schooling

Sub-Category: Teaching

Grades: 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade

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