Instruments

Displaying 51 - 100 of 152

The BRIGANCE Comprehensive Inventory of Basic Skills (CIBS) is a comprehensive assessment for students in grades K-9 and contains over 400 tests for reading/ELA and mathematics. The assessment is aligned with state and national standards and can be used for monitoring progress, providing ongoing assessment, and writing IEPs. The CIBS offers both criterion-referenced and norm-referenced measures.

Domain: Academic Knowledge and Skills

Subdomain: Math

Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade

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The BRIGANCE Early Childhood Screens III is an instrument that provides quick, easy, and accurate screening of critical predictors of school success, including physical development, language, academic/cognitive, self-help, and social-emotional skills—all in just 10–15 minutes per child. The assessment can be used to measure delays and/or giftedness and offers three age groups: 0-35 months, 3-5 years, and K and 1st grade.

Domain: Academic Knowledge and Skills

Subdomain: Math

Grades: < 3 Years, Pre-Kindergarten, Kindergarten, 1st Grade

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The BRIGANCE Head Start Screens III is a developmental screening tool that allows educators to assess children's readiness for kindergarten and identify delays or giftedness. The tool is offered for two age ranges: 0-2 years and 3-5 years. The Head Start Screens III is aligned with and correlated to the Head Start Early Learning Outcomes Framework. The tool can be administered in less than 15 minutes per child, in both English and Spanish.

Domain: Academic Knowledge and Skills

Subdomain: Math

Grades: < 3 Years, Pre-Kindergarten, Kindergarten, 1st Grade

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The new IED III is a comprehensive collection of more than 100 developmental assessments. The IED III has been fully updated to reflect the most current developmental research and strongly aligns to the College and Career Readiness Standards and other state standards. The criterion-referenced IED III makes it easy to assess the educational strengths and needs of students functioning from birth up to the developmental age of 8.

Domain: Academic Knowledge and Skills

Subdomain: Math

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

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The Boehm-3 Preschool assessment contains 26 basic concepts for children in preschool. The test can be used to identify students who are behind in comprehending basic relational concepts. The tool allows educators to assess each concept twice and can be administered in less than 30 minutes. Boehm-3 Preschool is available in both English and Spanish.

Domain: Academic Knowledge and Skills

Subdomain: Math

Grades: Pre-Kindergarten

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i-Ready is a system that provides assessments to identify strengths and weaknesses of students in grades K-8. i-Ready offers a Diagnostic test that adapts to student responses and measures skills that fall below and above the student's grade level. The Standards Mastery test assesses grade level standards and helps educators measure and monitor growth for each student.

Domain: Academic Knowledge and Skills

Subdomain: Math

Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade

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The Stanford 10 Achievement Test is specifically aligned with IRA/NCTE standards, state standards, and the National Assessment of Education Progress (NAEP). The standardized assessment can help monitor students' progress and also identify strengths and areas in need of support for placement and instructional planning. The test is sold only to accredited schools and districts. Aprenda-3 is the Spanish assessment modeled off of the Stanford 10 that allows educators to test Spanish-speaking students in their native language.

Domain: Academic Knowledge and Skills

Subdomain: Math

Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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The Woodcock-Johnson IV contains three co-normed batteries that measure strengths and weaknesses and diagnose learning abilities. The batteries are: the WJ IV Tests of Cognitive Abilities, WJ IV Tests of Achievement, and WJ IV Tests of Oral Language. The WJ IV Tests of Cognitive Abilities also includes a new Gf-Gc Composite that allows administrators to compare with other cognitive abilities and achievement. The WJ IV assesses oral language, reading, mathematics, and writing.

Domain: Academic Knowledge and Skills

Subdomain: English Language Arts

Grades: Pre-Kindergarten, Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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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.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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

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This instrument was designed to measure and differentiate empathy and sympathy in adolescents and balance its emphasis on affective and cognitive empathy. The Adolescent Measure of Empathy and Sympathy (AMES), (1) balances the emphasis on affective empathy and cognitive empathy, (2) uses unambiguous wording and (3) distinguishes between empathy and sympathy.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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

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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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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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).

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

Grades: 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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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

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The CM3 is designed to measure the degree to which an individual is cognitively engaged and mentally motivated toward intellectual activities that involve reasoning.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

Grades: 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.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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This aim of this instrument, the “Career and Work Adaptability Questionnaire"", is to assess the degree of adaptability in adolescents planning their futures. A 50-item Career and Work Adaptability questionnaire with a five-point Likert scale was selected as the response format.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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

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CWRA+ uses Performance Tasks to assess critical-thinking skills. These tasks deliver problem-based assessment by challenging students to address real-life issues. Performance-based assessments, such as CWRA+, challenge students to demonstrate skills, rather than to simply recall information. Students need to be able to analyze and evaluate information, solve problems, and communicate effectively. Students must be able to access, structure, and use information rather than just accumulating facts.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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

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Form Z is a 52-item multiple-choice paper-and-pencil test. Each item offers a choice of three possible answers. This form of the test is designed for advanced and gifted high school students, college students, and other adults.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

Grades: 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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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The Efficacious Self-Presentation Scale (ESS) is a 36 item questionnaire that measures 6 different dimensions. All responses are expressed on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree).

Domain: Beyond Academic Capabilities

Subdomain: Relational Capabilities

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

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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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

Grades: Post secondary

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The graduate skills assessment (GSA) is a five scale, objective measure of undergraduate students' generic skill levels (Hambur et al. 2002). The test includes a multiple-choice component, comprising eighty-three items, and two writing tasks. The multiple-choice component assesses three generic skills - critical thinking, interpersonal understandings and problem solving. It is designed to test skill levels independent of disciplinary content and curricula. The test has parallels in other standardized testing recently implemented in higher education, such as the Collegiate Learning Assessment in the US.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

Grades: 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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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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.

Domain: Beyond Academic Capabilities

Subdomain: Relational Capabilities

Grades: Post secondary

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The purpose of the International Critical Thinking Test is to provide an assessment of the fundamentals of critical thinking that can be used in any subject. The goal of the test is two-fold. The first goal is to provide a reasonable way to pre- and post-test students to determine the extent to which they have learned to think critically within a discipline or subject. The second goal is to provide a test instrument that stimulates faculty. to teach their discipline so as to foster critical thinking in the students.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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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.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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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.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

Grades: 7th Grade, 8th Grade, 9th Grade, 10th Grade, 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 Type self-report items, Likert-type teacher report items, and an alternate type of assessment (e.g., situational judgments).

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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

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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)

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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

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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.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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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)

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

Grades: Post secondary

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The WRC is a certification of an individual's readiness for entry-level work as defined by employers. It is the first assessment for entry-level workers to provide a universal, transferable, national standard for work readiness. The National Work Readiness Credential (WRC) will be awarded to test takers who pass a computer-based assessment of nine critical work readiness skills organized into four modules. The assessment focuses exclusively on entry-level skills. There is a learning curriculum tied to Equipped for the Future (EFF) that aids individuals in their preparation to take the WRC exam

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

Grades: Post secondary

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Scale Development:We retained the seven NGSE items Chen and Gully (1997) had found to be distinct from the SGSE scale and self-esteem. Because we wanted to ensure that the content domain of GSE would be well captured by the NGSE scale, we created seven additional NGSE items, intending to eliminate redundancies later. Consistent with procedures employed by Chen and Gully, when wording the new items we 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. We 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).

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

Grades: Post secondary

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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 32 six-point Likert items, which constitute 3 factors: Problem-Solving Confidence, Approach-Avoidance Style, and Personal Control. The PSI consisted of a 6-point, Likert-type format of 35 items 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 (Heppner & Petersen, Note 1). 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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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The Self-Construal scale is a 30 items scale used to measure how people view themselves in relation to others. 2 subscales; interdependent self-construal and independent self-construal, comprise this scale. Each item is answered using a 7-point rating scale (1=strongly disagree, 4=neither agree or disagree, and 7=strongly agree). 15 items measure how much the repondent sees their self as separate, unique, and indepedentfrom others, while 15 items measure ho wmuch the respondent sees their self as connected, similar, and interdependent with others. Researchers have used the Self-Construal Scale with teens and adults from a wide range of socioeconomic, ethnic, and national backgrounds, including Americans of African, Asian, European, Latinx, Native, and Pacific Islander heritages who live on a low income or are working-class.

Domain: Beyond Academic Capabilities

Subdomain: Relational Capabilities

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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”).

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

Grades: Post secondary

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The Social Problem-Solving Inventory-Revised (SPSI-R; D’Zurilla et al., 2002) is a 52-item, Likert-type inventory consisting of five major scales that measure the five different dimensions in the D’Zurilla et al. social problem-solving model. These scales are the Positive Problem Orientation (PPO) scale (5 items), the Negative Problem Orientation (NPO) scale (10 items), the Rational Problem Solving (RPS) scale (20 items), the Impulsivity/Carelessness Style (ICS) scale (10 items), and the Avoidance Style (AS)scale (7 items). Using this instrument, “good” social problem-solving ability is indicated by high scores on PPO and RPS and low scores on NPO, ICS, and AS, whereas “poor” social problem-solving ability is indicated by low scores on PPO and RPS and high scores on NPO, ICS, and AS. In addition to the five major scales, the RPS scale is broken down into four subscales (each with five items) that measure the four major problem-solving skills in the D’Zurilla et al. social problem-solving model: (a) the Problem Definition and Formulation (PDF) subscale, (b) the Generation of Alternative Solutions (GAS) subscale,(c) the Decision Making (DM) subscale, and (d) the Solution Implementation and Verification (SIVS) subscale. A 25-item short form of the SPSI-R is also available that measures the five major problem-solving dimensions but does not provide subscales that measure the four specific skills within the rational problem-solving construct.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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

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TeamUP is a package of teaching and learning activities based on a theoretically grounded assessment rubric (Hastie et al., 2014). This rubric was designed to guide student learning and to assess the teamwork skills that they practice while undertaking team-based academic assignments in higher education. The focus of the TeamUP Rubric is on the fundamental teamwork behaviours that can be taught, practised and assessed so that individual students are enabled to develop their skills over time. Students use the rubric to provide anonymous peer feedback to each other; the subject coordinator then assigns individual teamwork marks, taking into account peer feedback and other evidence such as project plans and meeting minutes. The other elements of TeamUP aresix lectures and six associated skills practice tutorials on topics directly relevant to the skill domains referred to in the rubric.

Domain: Beyond Academic Capabilities

Subdomain: Relational Capabilities

Grades: Post secondary

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The Student Subjective Wellbeing Questionnaire (SSWQ) is a 16-item self-report behavior rating scale for measuring youths' school-specific wellbeing. The SSWQ is comprised of four subscales: (1) Joy of Learning, (2) School Connectedness, (3) Educational Purpose, and (4) Academic Efficacy. Subscale scores can be used as standalone wellbeing indicators or summed to create a Overall Student Wellbeing composite scale.

Domain: Beyond Academic Capabilities

Subdomain: Relational Capabilities

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

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The Revised Life Orientation Test is a revised version of Scheier, Carver, and Bridges', Life Orientation Test (1984). The revised version contains 10 items. Only 6 of the items are used to derive an optimism score. Four of the items are filler items and not used in the scoring. Of the 6 optimism-scored items 3 are keyed in a positive direction and 3 are keyed in a negative direction. Items are answered using a 5-point scale, 0 being strongly disagree, and 4 being strongly agree. Researchers have used the LOT-R with many kinds of people, including adults in poverty (Lynch, Kaplan, & Shema, 1997; Heinonen et al., 2006).

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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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.

Domain: Beyond Academic Capabilities

Subdomain: Relational Capabilities

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 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.

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

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

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The Basic Empathy Scale (BES) was based specifically on the definition of empathy put forth by Cohen and Strayer (1996) ‘‘as the understanding and sharing in another’s emotional state or context’’. Items within the Basic Empathy Scale were created based on the conceptualization of affective and cognitive empathy. Items for the BES were also based on four of the five ‘basic emotions’ (fear, sadness, anger, happiness). Each scale item asks participants to respond on a Likert scale from 1 representing ‘strongly disagree’ to 5 representing ‘strongly agree’, depending on the degree to which the item described them.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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 Interpersonal Reactivity Index (IRI) consists of 28 items and measures 4 dimensions of empathy: perspective taking, fantasy, empathic concern, and personal distress. Each dimension is composed of 7 items. All of the items are scored on a 5-point summative rating scale ranging from 1 does not describe be well to 5 describes me very well.

Domain: Beyond Academic Capabilities

Subdomain: Attitudes & Dispositions

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

Domain: Beyond Academic Capabilities

Subdomain: Individual Capabilities

Grades: 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

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