The Instruments

The Children's Anger Management Scale (CAMS) is designed to understand how children manage anger. Subscore(s): Anger regulation coping, Anger inhibition, Dysregulated expression

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 CBQ uses caregiver reports to provide a detailed profile of young children's temperament. The CBQ was designed to be used for research purposes. Subscore(s): 15 subscores are reported: Positive anticipation, High-intensity pleasure, Smiling/Laughter, Activity level, Impulsivity, Shyness, Discomfort, Fear, Anger/Frustration, Sadness, Soothability, Inhibitory control, Approach, Attentional focusing, Low-intensity pleasure, Perceptual sensitivity

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 Children's Empathic Attitudes Questionnaire (CEAQ) is a self-report measure of empathic attitudes (modifiable knowledge structures that influence behavioural choice) towards peers, teachers, other children, animals, or other people.

The Children's Sadness Management Scale (CSMS) was developed to assess children's inhibition, dysregulated-expression, and coping with sadness experience and expression Subscore(s): There are three subscores: Dysregulated expression, Emotion regulation coping, Inhibition

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 Children's Self-Efficacy Scale (CSES) provides information about children's perceptions of the social and academic tasks that are difficult for them. Subscore(s): 1. Self-efficacy in enlisting social resources 2. Self-efficacy for academic achievement 3. Self-efficacy for self-regulated learning 4. Self-efficacy for leisure time skills and extracurricular activities 5. Self-regulartory efficacy 6. Self-efficacy to meet others' expectations 7. Social self-efficacy 8. Self-assertive efficacy 9. Self-efficacy for enlisting parental and community support

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 Children's Worry Management Scale (CWMS) is designed to understand how children manage anxiety and worry. Subscore(s): 1. Inhibition 2. Dysregulation 3. Coping

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 Children's Empathic Attitudes Questionnaire (CEAQ) is a self-report measure of empathic attitudes (modifiable knowledge structures that influence behavioural choice) towards peers, teachers, other children, animals, or other people.

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 Class Conduct Questionnaire (CCQ) uses self-report to measure social skills among high school-aged youth.

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 Classroom Assessment Scoring System ™ (CLASS ™) is an observational instrument developed to assess instructional quality in PK-12 classrooms. It is a tool for analyzing the quality of teacher-student interactions in the classroom by capturing multiple dimensions of teaching that are linked to student achievement and development. It produces qualitative ratings of teacher performance on a scale from 1-7 across three broad domains: emotional support, classroom organization, and instructional support. As described by the authors: The Classroom Assessment Scoring System (CLASS) is an observational instrument developed to assess classroom quality in preschool through third grade classrooms. The CLASS dimensions are based on observed interactions among teachers and students in classrooms. The dimensions were derived from a review of constructs assessed in classroom observation instruments used in childcare/Elementary school research, literature on effective teaching practices, focus groups, and extensive piloting. The Observational Record of Classroom Environments (ORCE, ECRN, NICHD, 1996) served as a foundation for the development of the CLASS. Subscore(s): Healthy Relationships, Effective Classroom Management, Instructional Support, Classroom Emotional Environment.

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.

Student-reported sense of class cohesion, belonging, trust, and feeling heard.

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 School Climate Assessment Instruments (SCAI), developed by the Alliance for the Study of School Climate (ASSC), are research-based tools designed to measure various dimensions of school climate. These instruments assess perceptions of students, staff, and parents to provide a comprehensive understanding of the school's social, emotional, and organizational environment. The SCAI evaluates multiple domains of school climate, including: Safety & Relationships – Student and staff perceptions of emotional and physical safety, relationships with peers and adults, and overall school connectedness. Teaching & Learning Environment – The quality of instruction, classroom management, and student engagement. Leadership & Institutional Support – Administrative effectiveness, decision-making processes, and the degree of staff and student voice in school operations. Equity & Inclusion – Fairness in discipline, cultural responsiveness, and inclusivity of all student groups. Physical Environment – The quality of facilities and how they contribute to the overall climate.

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 Classroom Climate Scale was created to gauge elementary students' perceptions of school climate. It measures four key dimensions of school climate to help teachers improve school climate and classroom management. It builds on a previous school climate measure used in Chilean public schools by giving the survey robust psychometric qualities.

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 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 Clifton Youth Strengths Explorer (CYSE) is a strengths-based measure of individual emotional, cognitive, and social skills and talents.

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 Cognia™ Student Engagement Survey measures student engagement across elementary, middle, and high school levels by capturing students' perspectives on their learning experiences. It assesses engagement through three domains: behavioral (efforts and participation), cognitive (investment in learning), and emotional (feelings toward school). Each domain is categorized into three levels of engagement quality: committed, compliant, and disengaged, with specific sub-levels like invested, strategic, and retreatism. The survey provides valuable feedback on how much students enjoy school and their level of engagement, offering educators actionable insights to improve the learning environment.

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 College Mathematics Beliefs and Belonging Survey (CMBB) is a student survey designed to understand how undergraduate students experience mathematics in their early college years. It asks about students’ views of their own mathematical thinking, their beliefs about what mathematics is and how it should be learned, and their sense of belonging in college math courses. The survey was developed using data from first- and second-year students enrolled in several mathematics classes at a large public university.

The CSSWQ was intentionally designed as a brief measure of cumulative subjective well-being. As such, only one or two relevant indicators were selected to represent each well-being domain, resulting in a measurement model consisting of five college-grounded positive psychology traits: college gratitude (emotional domain), academic self-efficacy, and academic satisfaction (cognitive domain), school connectedness (social domain), and academic grit (behavioral domain).

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.

Self-reported survey designed to assess denial of the existence of racism and racial dynamics. Higher scores on each of the CoBRAS factors and the total score are suggested to be related to greater:  (a) global belief in a just world; (b) sociopolitical dimensions of a belief in a just world, (c) racial and gender intolerance, and (d) racial prejudice.

The Communities That Care (CTC) Youth Survey, developed by Drs. J. David Hawkins and Richard Catalano at the University of Washington’s Social Development Research Group, is a key tool from the Center for Substance Abuse Prevention, part of the U.S. Government’s Substance Abuse and Mental Health Services Administration (SAMHSA). This survey utilizes a risk and protective factor model to evaluate youth problem behaviors, including violence, delinquency, school dropout, and substance abuse. Offered by Pride Surveys, the CTC Youth Survey is a precise replica of the original, incorporating SAMHSA’s new Core Measures as mandated by the Drug-Free Communities Grant. It is designed for use by community coalitions to better understand and address youth issues in their communities.

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 body of surveys include forms for teacher/staff and parent/caregiver responses in addition to student responses. Each survey can include a number of scales which can be included or excluded according to the goals of the survey administrator. Some of these subscales include academic motivation, experiences in schools, substance use, and peer relationships.

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 Comprehensive School Climate Inventory (CSCI) is a nationally-recognized and empircally validated school climate survey that provides an in-depth profile of your school community‘s particular strengths, as well as areas for improvement. With the CSCI, you can quickly and accurately assess student, parent/ guardian, and school personnel perceptions in order to get the data that you need to make informed decisions for lasting improvement. The CSCI measures thirteen essential dimensions of a healthy school climate in five broad categories: Safety, Teaching and Learning, Interpersonal Relationships, Social Media, Institutional Environment, as well as two distinct dimensions for personnel only.

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 Computationally Intensive Science Career Interests Instrument (CISCI) is an instument that explores middle school students' interests in disciplines and careers requiring both traditional scientific knowledge and computer science (CS)-related understanding and skills. It contains 5 constucts or dimensions: CIS career value, CIS academic self-efficacy, CIS career self-efficacy, CIS career interest and goal, and CIS parental supports and role models. 

The Computationally Intensive Science Career Interests Instrument (CISCI) is an instument that explores middle school students' interests in careers in the intensive sciences. It contains 5 constucts/ dimensions: CIS career value, CIS academic self-efficacy, CIS career self-efficacy, CIS career interst and goals, and CIS parental supports and role models.

The Conceptions of Engineering: Photo Novellas Assignment and Codebook is an instrument that uses photo "novella" (story) to investigate primary-grade students understanding of engineering in rural and reservation communities.

The codebook was developed by two engineering professors and two education professors (Hammack et al., 2020).

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 Continuing Motivation Survey (CMS) is a survey that assesses students' engagement with science content outside of school. It is composed of 19 instruments, and studies students' motivation around science education outside of school and school-mandated education.

The term "continuing motivation" comes from Maehr (1976) who conceptualized it as a “behavior in which the individual, relatively free from external constraints, returns to a task or task area and works on it on his own.”

The CSEI-SC measures self-concept, and it can be used for individual diagnosis, classroom screening, or pre-post evaluation. Subscore(s): Lie scale, General self, Social self-peers, Home-parents, School-academic

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 CCTT is designed to assess students‘ reasoning ability. The assessment spans five subscales: Induction, Deduction, Observation, Credibility, and Assumptions.

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.