In collaboration with both internal and external experts , this collection of teaching instruments was compiled with the goal of providing users with a range of tools to assess teaching in school settings. Like many other emerging areas of education research, measurement in teaching is a space with sparsely-available high quality instruments. As a result, our team relied on the established meta-analysis in order to help ensure selected instruments provided valuable results. Additionally, while potential users are browsing our teaching measures, they may notice a range of granularity in the subject matter of this instrument collection; thus connecting back to our goal of providing an expansive collection of fruitful measurement tools.
We encourage users to take some time considering the level of flexibility they have in measuring their intended construct or skill. This deliberation, coupled with an exploration of the context in which these teaching measures are being used, will help potential users work toward a productive research experience.
We would like to thank visiting faculty member Heather Hill, AERO’s Senior Manager of Research and Evaluation Zid Mancenido, and their respective research teams for their invaluable contributions to this collection.
Technological Pedagogical Content Knowledge (TPACK)
The Technological Pedagogical Content Knowledge (TPACK) instrument in Zelkowski et al. (2013) is a self-efficacy survey that seeks to monitor and assess teachers' development of TPACK and seven interrelated knowledge domains. The measure is primarily aimed towards pre-service secondary mathematics teachers and can be used to “longitudinally study program effectiveness at TPACK development”, and to “conduct large-scale multi-institutional research studies” (Zelkowski, et al., 2013).
Grades: 9th Grade, 10th Grade, 11th Grade, 12th Grade
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 classroom characteristics which influence an inquiry-based classroom. The protocol can be used by teachers and administrators to support the development of quality inquiry-based practices.
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