Instruments
The Abbreviated School Climate Survey
The Abbreviated School Climate Survey (ASCS), an abbreviated version of the 100-item School Climate survey developed by the Developmental Studies Center (now known as the Center for the Collaborative Classroom), is a 34-item assessment of school climate that includes 7 of the 11 subscales from the original assessment. The subscales include: positive behavior, negative behavior, classroom and school supportiveness, autonomy and influence, safety at schools, enjoyment of school, and school norms and rules).
Category: Schooling
Sub-Category: School Climate
Grades: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
The Academic Motivation Scale (AMS)
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.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
The Bridge-Positive Youth Development (Bridge-PYD)
The Bridge-Positive Youth Development measure is an open-source, 40-item Likert survey initially validated using responses from 7-18-year-old children in a community-based after school program in Denver, CO. It uses a resilience-based framework incorporating the 5 Cs: Competence, Confidence, Connection, Character, and Caring/Compassion.
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
The Brief Resilience Scale (BRS)
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
The Emotion Regulation Questionnaire (ERQ)
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
The Motivation and Engagement Scale-University/College (MES-UC)
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
The Science Management Observation Protocol (SMOP)
The Science Management Observation Protocol (SMOP) is used to conduct structured observations of science classroom practice. SMOP identifies specific teacher behaviors and classroom characteristics which influence an inquiry-based classroom. Teachers and administrators can use the protocol to support the development of quality inquiry-based practices.
Category: Schooling
Sub-Category: Teaching
Grades: Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade
The Self-Construal Scale
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 how much 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.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: Post secondary
The Sense of Control Scale
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
The Social Problem Solving Inventory Revised
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.
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
The Social Skills Q-Sort (SSQ)
The Social Skills Q-Sort (SSQ) is an instrument quantifying a child’s comprehensive social skills profile using 100 descriptive cards. Observers sort the SSQ cards into 9 piles (from least characteristic in pile 1 to most characteristic in pile 9).
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade
The Social-Emotional Assets and Resilience Scales (SEARS)
The Social-Emotional Assets and Resilience Scales (SEARS) were developed at the University of Oregon and are sold by Psychological Assessment Resources (PAR). They measure responsibility, self regulation, social competence, and empathy, and contain both long and short forms for K-12 students, parents, and teachers. The forms are often used for progress monitoring and program evaluations. PAR sells the forms in English and Spanish, and they have also been translated into Chinese and Portuguese.
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
Tiered Fidelity Inventory (TFI)
The Tiered Fidelity Inventory (TFI) is an instrument measuring to what extent school personnel use (or need) school-wide positive behavioral interventions and supports (SWPBIS). The three tiers in TFI are 1) universal SWPBIS features, 2) targeted SWPBIS features, and 3) intensive SWPBIS features. The scoring of each item in TFI ranges from 0 to 2 (0 not implemented, 1 partially implemented, 2 fully implemented.)
Category: Schooling
Sub-Category: School Climate
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
Trait Emotional Intelligence Questionnaire Assessment Suite (TEIQue)
The TEIQue is a scientific measurement instrument based exclusively on trait EI theory and providing a comprehensive assessment of the emotional world of the individual. The TEIQue is predicated on trait EI theory, which conceptualises emotional intelligence as a personality trait, located at the lower levels of personality hierarchies. Several version of the TEIQue are available.
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, Post secondary
UCLA Loneliness Scale (Version 3)
UCLA Loneliness Scale-3 is an instrument measuring self-reported subjective feelings of loneliness and social isolation. Its 20 items use a Likert-type rating scale ranging from 1 (never) to 4 (always).
Category: Student Well-Being
Sub-Category: Mental Health
Grades: 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade, Post secondary
Vineland Adaptive Behavior Scales Third Edition (Vineland-3)
Vineland Adaptive Behavior Scales Third Edition (Vineland-3) is an instrument for diagnosing intellectual and developmental disabilities and planning treatment. Vineland-3 focuses on the following domains of adaptive behavior: 1) communication, 2) daily living skills, and 3) socialization. Vineland-3 offers the Survey Interview Form for conducting semi-structured interviews with parents or caregivers, the Parent/Caregiver Rating Forms questionnaire (can be used for all ages), and the Teacher Rating Form (can be used for ages 3-21).
Category: Student Well-Being
Sub-Category: Neurodiversity
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
ZooU
ZooU is a game/performance based SEL assessment tool for students in grades 2 - 4. It is published and sold by Centervention, which also publishes other game-based assessments Zoo Academy (grades K-1), SS Grin (grades 3-5) Hall of Heroes (grades 6-8), and Stories in Motion (for K-5 students with autism).
Category: Student Well-Being
Sub-Category: Social-Emotional Competence
Grades: 2nd Grade, 3rd Grade, 4th Grade