Instruments

Displaying 1 - 45 of 45

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 Academic Competence Evaluation Scales (ACES) are sold by Pearson and aim to identify students with academic difficulties. There are versions that can be completed by both students and teachers. The Academic Enablers portion of the scales contains 4 subscales: Motivation, Engagement, Study Skills, and Interpersonal Skills. Pearson recommends administering the ACES in combination with the Academic Intervention Monitoring System (AIMS), a guidebook of interventions, and Goal Attainment Scaling (GAS), an assessment of student progress as a result of said interventions, to be used as part of a 5-step problem-solving process for developing and evaluating interventions for academic difficulties.

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

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 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 →

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: 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: 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: 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 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 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 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 →

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

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 →

The Grit Scale measures the extent to which individuals are able to maintain focus and interest, and persevere in obtaining long-term goals. It has 8-item, 10-item, and 12-item versions.

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 →

The MACS is a short, reliable and valid scale to measure adolescent coping in difficult or stressful situations, thus enabling clinicians, researchers and educators to improve their practice when conducting research and guiding adolescents in developing effective coping methods.

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 →

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

More →

This group-administered 18-item scale was developed to measure the attributes of commitment, challenge, control (life), control (emotions), confidence (abilities), and confidence (interpersonal), with three items tapping into each construct. The questionnaire was developed to be relatively short (18 items), and only include items that were developmentally appropriate for adolescents, and relevant both within and out with an education context.

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 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

More →

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

More →

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

More →

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

More →

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

More →

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

More →

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

More →

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

More →

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

More →

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

More →

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

More →

The Social Skills Improvement System (SSIS) Rating Scales is a targeted assessment system for individuals or small groups sold through Pearson. It assesses a variety of social skills and academic competencies, and screens for potential problem behaviors or academic difficulties. There are both digital and paper versions which can be completed by students, parents, and/or teachers (but the student form is only appropriate for children ages 8 and up).

Category: Student Well-Being

Sub-Category: 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

More →

The Social Skills Improvement System-Social Emotional Learning Edition (SSIS SEL) is sold through Pearson and measures a variety of social and emotional competencies using both norm and criterion referencing. There are both digital and paper versions which can be completed by students, parents, or teachers. There is also a brief version of the form. 

Category: Student Well-Being

Sub-Category: 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

More →

The SSN student survey measures 7 SEL competencies that are connected to persistance and success in students. The categories include academic self-efficacy, belonging, growth mindset, interpersonal skills, problem-solving, self-advocacy, and self-regulation. The survey is intended for students in grades 6-12.

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 →

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

More →

The Echelle de Motivation en Education (EME) is based on the tenets of self-determination theory and is composed of 28 items subdivided into 7 subscales assessing three types of intrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation), and amotivation. The EME was translated into English and named the Academic Motivation Scale. The English version, the AMS, showed satisfactory levels of internal consistency temporal stability over a one-month period. A confirmatory factor analysis confirmed the 7-factor structure of the AMS.  A college version is also available here (https://www.lrcs.uqam.ca/wp-content/uploads/2017/08/emec_en.pdf). 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

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

More →

The brief resilience scale (BRS) was created to assess the ability to bounce back or recover from stress. The BRS is comprised of 6 items. Items 1, 3, and 5 are positively worded while items 2, 4, and 6 are negatively worded. The BRS is scored by reverse coding items 2, 4, and 6, and finding the mean of the 6 items. The Likert Scale for the BRS is as follows: 1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

More →

A revised version of the ERQ, the ERQ-CA is meant to be used in non-adult samples. Revision of the ERQ visible in the ERQ-CA include simplification of item wording and a switch from a 7-point Likert scale to a 5-point Likert scale.

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 →

The ERQ (Gross & John, 2003) comprises 10 items assessing the ER strategies of CR (6 items) and ES (4 items). Items are rated on a 7-point Likert-type response scale. Higher scores on each scale indicate greater use of the corresponding ER strategy.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

More →

Created along the Motivation and Engagement Wheel, the Motivation and Engagement Scale consists of eleven motivation and engagement subscales congruent with the eleven first-order factors in the Wheel (i.e., self-efficacy, valuing, mastery orientation, planning, task management, persistence, anxiety, failure avoidance, uncertain control, self-handicapping, and disengagement). The eleven subscales can be separated into four major groups representing the four higher-order motivation and engagement factors (i.e., adaptive cognition, adaptive behaviour, impeding cognition, and maladaptive behaviour). Each of the eleven MES subscales comprises four items—hence, the MES is a 44-item instrument. To respond to the MES, a 5-point Likert-type scale, ranging from 1 (strongly disagree) to 5 (strongly agree), is provided. An 11 item short form is also available. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade

More →

Created along the Motivation and Engagement Wheel, the Motivation and Engagement Scale consists of eleven motivation and engagement subscales congruent with the eleven first-order factors in the Wheel (i.e., self-efficacy, valuing, mastery orientation, planning, task management, persistence, anxiety, failure avoidance, uncertain control, self-handicapping, and disengagement). The eleven subscales can be separated into four major groups representing the four higher-order motivation and engagement factors (i.e., adaptive cognition, adaptive behaviour, impeding cognition, and maladaptive behaviour). Each of the eleven MES subscales comprises four items—hence, the MES is a 44-item instrument. To respond to the MES, a 7-point Likert-type scale, ranging from 1 (strongly disagree) to 7 (strongly agree), is provided—with a 1(strongly disagree) to 5 (strongly agree) scale for use with elementary/primary school students. MES has been adapted for use in 3 different educational stages (primary/elementary school MES-Junior School, high school (MES), university/college MES-University/College) and 3 additional performance domains (Music MES-Music, Work MES-Work, Sport MES-Sport).  An 11 item short form is also available. 

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

More →

The PSI assesses an individual's awareness and evaluation of his or her problem-solving abilities or style, thus provides a global of that individual as a problem solver.The PSI is a self-reported measure . The PSI consists of 35 six-point Likert items (with 3 filler questions), which constitute 3 factors: Problem-Solving Confidence, Approach-Avoidance Style, and Personal Control. The questions were constructed by the authors as face valid measures of each of the five problem-solving stages, based on a revision of an earlier problem-solving inventory. The items were randomly ordered and written to contain an equal number of positive and negative statements about problem solving. Low scores indicate behaviors and attitudes typically associated with successful problem solving.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

More →

The Sense of Control Scale 14 has 12 items that measure a person’s sense of mastery over their outcomes (e.g., “Whether or not I am able to get what I want is in my own hands”) and perceptions of constraints on their behavior (e.g., “Other people determine most of what I can and cannot do”).

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

More →

The Washoe County School District Social and Emotional Competency Assessments (WCSD-SECAs) are free, open-source instruments that measure the self-reported social and emotional competencies of students in grades 5-12. The WCSD-SECA instruments were developed through a collaboration among WCSD, the Collaborative for Academic and Social and Emotional Learning (CASEL), and the University of Illinois at Chicago through an Institute of Education Sciences Research-Practitioner Partnership grant. 

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 →

The Workforce Skills Certification System assesses work-related and employer-validated academic skills with CASAS(Comprehensive Adult Student Assessment Systems) eTests and assesses soft skills (personal qualities, work habits, attitude) with the Learning Resources, Inc. (LRI) online module, as well as reading, math, critical thinking, and problem solving skills. The WACS is meant to target, measure, and certify improvements in work readiness skills with the Workforce Skills Certificate.

Category: Student Well-Being

Sub-Category: Social-Emotional Competence

Grades: Post secondary

More →

This scale measures three dimensions of purpose: goal directedness, personal meaning, and beyond-the-self orientation. Purpose is operationalized by the developers of the scale as a long-term, forward looking intention to accomplish meaningful aims. Each of the 12 items has a Likert style response, but the scale items are unique to each question causing a slower response time which can lead to a more accurate measure. 

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 →