Schooling

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Domain description

Within the library of instruments, EdInstruments catalogues Schooling assessments for users to compare options for use in research and practice. Included in this category are measurement tools representing subcategories: including Teaching and School Climate. The full spectrum of Schooling measurement tools will also include measures of School Culture, Instructional Focus and Leadership instruments. 

The Framework

Each of EdInstruments’ four categories contain several “layers” that help to organize the collection of measurement tools housed within each category. The first layer users can explore are the subcategories. An initial period of background research is conducted to understand the landscape of a category, in order to determine which subcategories are essential to include. The next layer within each subcategory are “domains.” Each subcategory has its own respective domains that serve as an additional level of organization within the collection of measurement tools. As users navigate through the instrument list(s), they can narrow and/or expand search parameters using these layers of organization; thus, allowing the personalization of their search for tools based on specified needs. 

Within the Schooling category, School Climate and Teaching serve as subcategories, while more granular domains (e.g. culturally responsive teaching within the Teaching subcategory and institutional environments within the School Climate subcategory.) 

 

 
Teaching
School Climate
 
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Schooling
  • Indicators of Individual Growth and Development for Infants and Toddlers (IGDI) measure development outcomes for children between 6 and 42 months. IGDI assessments are evaluations of 6-minute play sessions with the child and require the use of a set of toys in addition to administration materials. IGDI assessments can be conducted live during the play session, based on a video recording of the play session, or by observing the play session virtually. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The California Afterschool Program Quality Self-Assessment Tool (QSA Tool) is a collaborative project of the California Afterschool Network and the California Department of Education (CDE). Network Staff engaged the CDE, Regional Leads, The California After School Demonstration Program (CASDP), California Tomorrow, The Alliance for a Better Community, The Center for Afterschool Education, The Network Quality Committee, The Network Nutrition and Physical Activity Committee, ASAP Connect, after school providers, QSA Tool Implementation Pilot Sites, and national experts in the revision of the Tool. Subscore(s): This version of the California Afterschool Program Quality Self-Assessment Tool (QSA) and User’s Guide was released in 2009. Programs can use this tool to self-assess their program and make plans for program improvement. The tool focuses on big-picture program design elements and important considerations at the point of service. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Dimensions (Subtests of the OCDQ-RE): Supportive principal behavior reflects a basic concern for teachers. The principal listens and is open to teacher suggestions. Praise is given genuinely and frequently, and criticism is handled constructively. The competence of the faculty is respected, and the principal exhibits both a personal and professional interest in teachers. Directive principal behavior is rigid, close supervision. The principal maintains constant monitoring and control over all teacher and school activities, down to the smallest detail. Restrictive principal behavior is behavior that hinders rather than facilitates teacher work. The principal burdens teachers with paper work, committee requirements, routine duties, and other demands that interfere with their teaching responsibilities. Collegial teacher behavior supports open and professional interactions among teachers. Teachers are proud of their school, enjoy working with their colleagues, and are enthusiastic, accepting, and mutually respectful of their colleagues. Intimate teacher behavior is cohesive and strong social relations among teachers. Teachers know each other well, are close personal friends, socialize together regularly, and provide strong social support for each other. Disengaged teacher behavior signifies a lack of meaning and focus to professional activities. Teachers are simply putting in time in non-productive group efforts; they have no common goals. In fact, their behavior is often negative and critical of their colleagues and the school. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Berkeley Puppet Interview (BPI) uses puppets to conduct structured and clinical interviews that assess children's perceptions of themselves, their families, and their school environments. Subscore(s): There are six subscores: Academic competence, Achievement motivation, Social competence, Peer acceptance, Depression-anxiety, Aggression-hostility. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • This comprehensive kit contains resources to support the development of infants’ and toddlers’ social and emotional health. The screening and assessment tool focuses on identifying key social and emotional strengths and the planning resources provide caregivers and parents with research-based strategies to promote children’s resilience. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Along is a two-way digital communication platform focused on reflection and feedback through text, video, and audio. Teachers sign up using a Google or Microsoft 365 Educator account, and then browse the site's tutorials and resources. There's info about getting started, how to find time in the day for reflection, the research behind the site, and even a customizable Google Slides presentation to introduce the platform to students. Dozens of teacher practice lessons focus on skills teachers can use to connect with students, including lessons that focus on types of praise or giving wise feedback, for example. Once teachers feel ready to interact with students, they can email students a sign-up link using their Google or Microsoft 365 account. Teachers then create a reflection question of their own, or draw from the questions and related resources on the site. If desired, they can also create a sample response to share as a model. Students will be able to see the question and respond via text, video, or audio. Student reflections appear on the teacher dashboard, where teachers can respond. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Student Measure of Culturally Responsive Teaching (SMCRT) explores students‘ perspectives about culturally responsive teaching practices in their school. Subscore(s): Diverse Teaching Practice, Cultural Engagement, Diverse Language Affirmation Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Subscales within the article are: Critical Awareness, Heritage Language Expectations, Cultural Content Integration. The authors reported that honoring students’ heritage language (i.e., Spanish) is the mediating element through which cultural content integration predicts mathematics achievement for Latino children. 
  • Building upon a five-year evaluation of the After-School Initiative funded by The Colorado Trust, and evaluations of other youth-serving programs, the National Research Center, Inc created the Youth Outcome Toolkit as a comprehensive evaluation resource for programs serving youth. The Toolkit contains a menu of youth survey questions encompassing nine broad outcome areas: Academic Success; Arts and Culture, Community Involvement, Core Values, Cultural Responsiveness, Healthy Lifestyles, Life Skills, Positive Life Choices, and Sense of Self as well as questions related to program quality. This Toolkit contains multiple versions of youth outcome survey templates to accommodate Spanish-speaking youth, high and low literacy youth, and various stakeholder groups (parents, staff and teachers). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The 20-Item Teacher Multicultural Attitude Survey (TMAS) is a unidimensional self-report inventory of teachers' multicultural awareness and sensitivity. The survey analyzes teachers' multicultural awareness, appreciation, and tolerance. 
  • The Clifton StrengthsFinder is a strengths-based measure of individual emotional, cognitive, and social skills and talents. Subscore(s): There are 34 distinct themes. Examples include "Achiever," "Command," "Empathy," and "Self-assurance." The technical report contains detailed information about the definition of each talent. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Teachers' Sense of Efficacy Scale (TSES) measures teachers' evaluations of how likely they are to be successful in teaching. TSES conceptualizes teaching as a complex activity and teacher efficacy as a multi-faceted construct representing at least three distinct factors: Efficacy for Classroom Management, Efficacy to promote Student Engagement, and Efficacy in using Instructional Strategies. It is designed for and has been used by researchers and school leaders to measure teacher self-efficacy at a particular point in time, as well as before and after participating in professional development programs. There is a short- and long-form version of the scale. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Teacher Support category measures a teachers' support of students as individuals and their culture. The Classroom equity category measures whether teachers are fair or equitable toward all students and the extent to which teachers try to reduce prejudice in the classroom. The integration of students' culture category examines the extent to which resources, materials, and practices that reflect multicultural teaching are used in the classroom. This category measures how well multicultural concepts are integrated into the classroom and the curriculum. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • ThinkReady (formerly C-PAS, CPAS) is an innovative assessment designed to track the development of Key Cognitive Strategies (KCS), which are the thinking skills necessary for college and career readiness and success. Through extensive research over more than a decade, Dr. David T. Conley, founder of the Educational Policy Improvement Center (EPIC), identified the KCS necessary for success in college or a career: Problem Formulation, Research, Interpretation, Communication, Precision/Accuracy Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) is a survey that assesses teachers‘ beliefs that engaging in culturally responsive teaching practices will have positive classroom and student outcomes. The scale is based on Bandura's (1977) research on outcome expectancies (a person's estimate that a given behavior will lead to certain outcomes), and Siwatu's (2006) research on Culturally Responsive Teaching Competencies. Survey respondents rate from 0 to 100 the probability that a certain culturally responsive teaching behavior will lead to positive classroom and student outcomes. The scale has primarily been used to support the development of preservice teachers. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Virginia Secondary School Climate Survey also known as the Authoritative School Climate Survey is administered to students and teachers/staff to assess disciplinary structure and student support, two school climate factors that are thought to inlfluence school climate outcomes such as student engagement and prevalence of testing and bullying in school. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • APT is one of three research-based measurement tools that make up the APAS System, a field-tested, user-friendly suite of evaluation tools built with OST in mind. Use APT to measure the quality of your program, identify the areas where you are succeeding, and pinpoint areas to improve. APT will give you a clear picture of your program by collecting data on practices that are linked to three key youth outcomes. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Identification with School Questionnaire includes 16 Likert-scale items assessing students' identification with or disidentification from school. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Quality of Classroom Instruction (QCI) measures the quality of explicit instruction. QCI examines the following eight aspects of instructional interactions: teacher modeling, instructional pacing, response time, transitions between activities, student engagement, learning success, checks of student understanding, and academic feedback. Observers assign QCI scores to each instructional aspect on a scale from 1 (low quality) to 3 (high quality) at the end of the observed lesson. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • This resource will help preservice and in-service teachers reflect on and assess how well they are implementing high-leverage practices (HLPs) for students with disabilities. In the tool, teachers and teacher candidates can self-assess on all 22 HLPs or target only specific HLPs. The content for this self-assessment is based on the HLP resources developed in the last several years (e.g., HLP videos, HLP Leadership Guides, and Practice-Based Learning Opportunities). The goals of this tool are as follows: To provide a resource that teacher candidates and in-service teachers can use to self assess and reflect on their use of HLPs. To provide teacher candidates, faculty, in-service teachers, and administrators data on HLP implementation that can be used to guide professional learning and supports. To provide a broad measure on the ability of teacher candidates and in-service teachers to implement HLPs, which can serve as a basis of discussion with faculty and administrators. This tool has four sections to represent the four areas of practice: (1) Collaboration; (2) Assessment; (3) Social/Emotional/Behavioral, and (4) Instructional. Teachers respond to the probes across the HLPs to indicate their understanding and use of HLPs in their classrooms using the following scale: 5 = Mastered. I already apply this skill to my work and have noted improvements in student learning. 4 = I can apply this skill to my work with some confidence. 3 = Making progress. I am just beginning to understand how to apply this skill to my work. 2 = I believe this concept and/or skill is important but do not yet understand how to apply it in my classroom. 1 = I am unfamiliar with this principle or element. N/A = Not applicable Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • A user-friendly school-wide needs assessment and feedback system for school improvement. The Comprehensive Assessment of Leadership for Learning (CALL) provides unique tools and customized services to support professional growth, leadership development, and school improvement planning. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Reformed Teaching Observation Protocol (RTOP) is an observational instrument used to assess the degree to which mathematics or science instruction in grades K-12 is "reformed." Trained observers rate teachers' instruction across three domains: Lesson Design and Implementation, Content, and Classroom Culture. Possible scores range from 0 to 100 points, with higher scores reflecting a greater degree of use of reform-based instructional practices. Subscore(s): Mathematics instruction assessment, Science instruction assessment, K-12 education, Reformed instructional practices, Classroom observation instrument, Lesson Design and Implementation Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The Youth Program Quality Intervention (YPQI) is a comprehensive system for improving program quality, built around the research-validated Program Quality Assessment (PQA). This Box Set provides everything you need to assess the quality of your program(s), identify staff training needs, and ultimately use data for continuous quality improvement. This box set is appropriate for a single program site (grades K – 6). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • 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. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The CORE Districts, a group of districts in California committed to measuring and supporting an expanded definition of student success, have created a survey to identify the social-emotional strengths and needs for students in grades 4-12. This survey asks students about their perceptions of their own growth-mindset, self-efficacy, self-management, and social-awareness. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • 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. Subscore(s): Cognitive Reappraisal, Expressive Suppression, Emotion Regulation Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • 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.
  • The full 78-item Hemingway includes 15 ecological subscales measuring three domains of adolescent connectedness - connectedness to self, connectedness to others, and connectedness to society.  Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • Goal Attainment Scales (GAS) offer an approach to evaluate changes in the academic and social behaviors of students. The GAS methodology is individualized and criterion-referenced and consists of three steps: 1) selecting a target academic outcome or behavior, 2) describing the target academic outcome or behavior, 3) developing 3-5 descriptions of the target academic outcome or behavior ranging from the least to most favorable. Each description is assigned a numerical rating that allows the scale to be used for ongoing monitoring and reporting of student progress. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
  • The National Survey of Student Engagement (NSSE) is a survey mechanism used to measure the level of student participation at universities and colleges in Canada and the United States as it relates to learning and engagement. It is a widely used instrument for assessing the quality of undergraduate education. The survey measures the degree of involvement or engagement of college undergraduates in a wide range of activities and experiences during their freshmen and senior college years. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.