The Instruments

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.

Every year, NYC Public Schools asks all families, teachers, and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey gives school leaders a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.

Every year, NYC Public Schools asks all families, teachers, and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey gives school leaders a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.

Every year, NYC Public Schools asks all families, teachers, and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey gives school leaders a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.

The 5Essentials® is a research-based school improvement system that identifies and measures key organizational conditions, including school culture and climate, to enhance student outcomes. It features a diagnostic survey with research-tested scoring and interactive reporting, offering insights into five essential factors for improvement: Effective Leaders, Collaborative Teachers, Involved Families, Supportive Environment, and Ambitious Instruction. The system also includes professional learning to help educators use 5Essentials data for informed improvement planning and to drive better school and student results.

Aligned with the Critical Thinking VALUE Rubric, this Assignment Design and Diagnostic Tool supports the creation or revision of assignments intended to produce student work that develops and accurately demonstrates a student’s critical thinking abilities.

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.

ACA's Youth Outcomes Battery, 2nd edition provides eleven measures that focus on youth outcomes common to the camp experience. The statistically tested questionnaires are designed for camp and youth programs, age-appropriate, and easily administered tools that can be individualized to your camp. The following outcomes are included in this second edition: Friendship Skills, Independence, Teamwork, Family Citizenship, Perceived Competence, Interest in Exploration, Responsibility, Affinity for Nature, Problem-Solving Confidence, Camp Connectedness, and Spiritual Well-Being as well as the Young Camper Learning survey.

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.

ACT Mosaic™ is a comprehensive assessment system designed to measure students' social-emotional skills and support schools in fostering student success. Previously known as Tessera™, the assessment was developed by ACT based on extensive research in education, psychology, and workforce readiness. It evaluates key competencies that contribute to academic achievement, personal development, and future career success.

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.

AEC was proposed as a second-order latent construct that encompasses four first-order latent factors: Civic Duty, Civic Skills, Neighborhood Social Connection, and Civic Participation. Measurement invariance was tested over time (from Grade 8 to Grade 10) and between boys and girls.

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 Activity Self-Regulation Questionnaire (A-SRQ) measures youth's motivations for participating in a variety of extracurricular activities. Subscore(s): Intrinsic, Identified, Introjected, External motivation

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 State Metacognitive Inventory consists of 20 items that measure self-regulatory processes in high school and college aged students within academic settings. Question items are scored on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The inventory is comprised of 4 subscales: Awareness, Cognitive strategy, Planning, and Self-checking.

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 Adolescent Coping Orientation for Problem Experiences (A-COPE) is a self-report measure of coping strategies appropriate for use with adolescents. Subscore(s): There are 13 subscores: Pro orientation, Avoid problems, External feelings, Social activities, Family interactions, Spiritual support, Physical diversions, Passive diversions, Catharsis, Being humorous, Professional support, Positive imagery, Self-reliance

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 Adolescent Emotion Regulation Questionnaire (AERQ) was designed to measure emotional regulation strategies. Subscore(s): Positive emotion regulation strategies, Negative body experiences or strategies, Social connection, Negative cognition strategies

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 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. The three subscores are affective empathy, cognitive empathy, and sympathy.  

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 Adolescent Self-Regulatory Inventory (ASRI) questionnaire measures short-term and long-term self regulation and was designed for use by researchers interested in studying self-regulation in adolescents. Subscore(s): Short-term self regulation, Long-term self 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 Adolescent Self-Regulatory Inventory (ASRI) questionnaire measures short-term and long-term self regulation and was designed for use by researchers interested in studying self-regulation in adolescents. Subscore(s): Short-term self regulation, Long-term self 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 Ages & Stages Questionnaire (ASQ) is a screening instrument that measures developmental performance in young children aged 1 month-5.5 years. Early childhood educators and healthcare professionals use ASQ to collect information from parents on children‘s development in five domains: communication, gross motor skills, fine motor skills, problem solving, and personal-social skills. ASQ-3 offers 21 parent/caregiver questionnaires that are used depending on the child's age.

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 Ages and Stages Questionnaire: Social-Emotional, Second Edition (ASQ®:SE-2) is a caregiver- or teacher-completed checklist that screens young children’s social-emotional development. It asks simple, practical questions about skills such as self-regulation, communication, interaction with others, and coping with everyday challenges. Forms for 48 and 60 months focus on behaviors common in the preschool years and are designed to be quick and easy for adults to complete.

The Alliance for the Study of School Climate (ASSC) offers a series of comprehensive School Climate Assessment Instruments (SCAI) and support services to assist schools in achieving a clear sense of where they are and where they can go.

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.

AIR supports improved student and school performance through the Conditions for Learning Survey, administered in schools across the United States, including the Cleveland Metropolitan School District. The survey assesses four core constructs within elementary, middle and high schools: A safe and respectful climate, Challenge/high expectations, Student support, Social and emotional learning.

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 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.  Subscore(s): Autonomy, Self Regulation, Psychological Empowerment, Self Realization

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 Argumentative Dialogues in Science Teaching Observational Protocol is a classroom observation protocol that measures the quality of argumentative dialogue in science instruction. Developed by Martins and Macagno in 2022, the tool examines how teachers and students construct, respond to, and evaluate arguments during science lessons.

The Youth Risk Behavior Survey (YRBS) is a school-based health survey in Arizona and the United States administered by the Arizona Department of Health Services (ADHS) in a sample selection of Arizona high schools. Survey results are used by school districts, communities, organizations, policy makers, and government agencies, to understand and meet student needs, identify emerging health issues, and obtain funding for programs that support teen health.

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 Caregiver Interaction Scale (CIS) consists of 26 items usually divided into 4 subscales. Some researchers have conducted factor analyses on the 26 items and have found different subscales (e.g., Whitebook, Howes, & Phillips, 1989). Observers are asked to rate the extent to which 26 items are characteristic of the childcare provider whom they are observing. Items are scored on a 4‐point scale from (1) Not at all characteristic to (4) Very much characteristic of the child care provider. The measure usually contains the following subscales: Sensitivity (10 items), Harshness (8 items), Detachment (4 items), Permissiveness (4 items) “To rate the emotional tone, discipline style, and responsiveness of teachers and caregivers in a classroom. The items focus on the emotional tone and responsiveness of the caregiver’s interactions with children. The scale does not address issues of curriculum or other classroom management issues (such as grouping or flow of activities)” (U.S. Department of Education, 1997, p. 78).

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 Assessment of Children’s Emotion Skills (ACES) contains three subtests—facial expressions, behavioral descriptions, and situational vignettes–that examine children’s ability to recognize emotion arousal. In addition to prototypic facial expressions and behavioral/situational descriptions, some items contain ambiguous emotion arousal, particularly containing a mixture of sad and angry cues. In multiple studies Dr. Schultz has shown that aggressive children tend to view ambiguous negative emotion arousal as indicating anger. The facial expressions subtest comes in Powerpoint format, and the behavioral and situational vignettes are read aloud. ACES materials can be downloaded for free.

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 Assessment of Social Perspective- Taking Performance (ASPP) uses scenarios to assess students' social perspective-taking competency Subscore(s): Articulation of beliefs, Positioning of actors in social contextsThe APEEC consists of 16 items covering three broad domains of classroom practices: physical environment, curriculum and instruction, and social context. All items are rated on a seven‐point, Likert‐type scale. “A score of ‘1’ indicates the classroom is inadequate in terms of developmentally appropriate practices, a score of ‘3’ indicates minimal developmentally appropriate practices, a score of ‘5’ indicates the classroom is good in terms of developmental appropriateness, and a score of ‘7’ indicates excellent developmentally appropriate practices. Intermediate scores of ‘2’, ‘4’, and ‘6’ can also be obtained” (Hemmeter et al., 2001, p. 4). Descriptors are provided at points 1, 3, 5 and 7. After each item is scored, items are summed and then divided by the total number of items administered to generate a total score. Ratings are made using information collected both through classroom observation and teacher interview, with more weight placed on classroom observation.

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.

Building and maintaining a positive school climate is essential for creating a school setting that cultivates learning, academic achievement, and student growth. The School Climate and Connectedness Survey (SCCS) provides a unique opportunity to measure student, staff and family perceptions on school climate. Topics measured by SCCS include but are not limited to: How students, staff and families view school climate; How connected students feel to adults and peers; Social and Emotional Learning (SEL); Family/school Partnerships;

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 Attitudes and Behaviors Survey gives a snapshot of the current experiences and perspectives of youth in schools, programs, or communities. It emphasizes the strengths and supports they currently have and need, and how those positive indicators protect against risk behaviors. This widely used survey grew out of more than 30 years of research on the framework of Developmental Assets. It is used by schools, organizations, coalitions, and programs seeking to understand young people’s lives through their strengths, supports, and resources.

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.