The Instruments

The CoVitality SEHS, partially funded by IES at the US Department of Education, aligns with national frameworks of social-emotional competencies, measuring student strengths. There are three forms for use in corresponding grade levels: primary, secondary, and higher education.

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 Creative Self-Efficacy Scale (CSE) is a self-report measure of creative self-efficacy in middle and high school aged students. The 3 items contained within the CSE are answered on a five-point Likert scale.

The CAT instrument is a unique tool designed to assess and promote the improvement of critical thinking and real-world problem solving skills. Most of the questions require short answer essay responses, and a detailed scoring guide helps ensure good scoring reliability. The CAT instrument is scored by the institution's own faculty using the detailed scoring guide. During the scoring process faculty are able to see their students' weaknesses and understand areas that need improvement. Faculty are encouraged to use the CAT instrument as a model for developing authentic assessments and learning activities in their own discipline that improve students' critical thinking and real-world problem solving skills. These features help close the loop in assessment and quality improvement.

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 Inclusive and Responsive Curricular Environments (CIRCLE) Scale is a student survey that captures how culturally inclusive, respectful, and responsive a school’s learning environment feels to students. It was developed using interviews with middle school students from multiple cultural groups, who shared their experiences with teachers, peers, curriculum, and school policies. These insights shaped the survey items so that they reflect what cultural inclusion looks and feels like from a student perspective.

The CEEA equips schools and workplaces to make data-driven decisions to improve the culture and climate. The CEEA for schools is aligned with 21st Century Skills and distinguished from other school climate surveys by its unique focus on the cultural assets provided by school and family culture. The CEEA process also supports the development of cultural assets essential for all schools working on RTI, PBIS, building a safe and supportive school climate, social-emotional learning standards, and other educational initiatives.

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 CEEA equips schools and workplaces to make data-driven decisions to improve the culture and climate. The CEEA for schools is aligned with 21st Century Skills and distinguished from other school climate surveys by its unique focus on the cultural assets provided by school and family culture. The CEEA process also supports the development of cultural assets essential for all schools working on RTI, PBIS, building a safe and supportive school climate, social-emotional learning standards, and other educational initiatives. Students - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students. Faculty/Staff - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students; Leadership practices; Faculty beliefs and behaviors; Home-school communication and support. Parents - Perception of school culture; School engaging parents; Parents engaging with school; Learning at home/promoting excellence; Parenting/promoting ethics.

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 CEEA equips schools and workplaces to make data-driven decisions to improve the culture and climate. The CEEA for schools is aligned with 21st Century Skills and distinguished from other school climate surveys by its unique focus on the cultural assets provided by school and family culture. The CEEA process also supports the development of cultural assets essential for all schools working on RTI, PBIS, building a safe and supportive school climate, social-emotional learning standards, and other educational initiatives. Students - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students. Faculty/Staff - Competencies (Version 4.2 only) (excellence, ethics); School culture (excellence, ethics); Faculty practices (excellence, ethics); Student safety; Faculty support for and engagement of students; Leadership practices; Faculty beliefs and behaviors; Home-school communication and support. Parents - Perception of school culture; School engaging parents; Parents engaging with school; Learning at home/promoting excellence; Parenting/promoting ethics.

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 2016 Delaware School Surveys (DSS) are comprised of five separate scales: Delaware School Climate Scale (DSCS); Delaware Bullying Victimization Scale (DBVS); Delaware Student Engagement Scale (DSES); Delaware Positive, Punitive, and Social Emotional Learning (SEL) Techniques Scale (DTS); and Delaware Social and Emotional Competencies Scale (DSECS) (new for 2016).

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 Delaware School Climate Survey-Student Version is a brief survey that measures student feelings about school climate across several subdomains (which include Social and Emotional Competencies, Classroom Management Techniques, Bullying, and Engagement). Parent/Guardian and teacher versions of the Delaware School Climate Survey are also available for 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 Delaware School Surveys are intended to provide schools with useful information for needs assessment, program development, and program evaluation. In developing each of the five scales, a particular focus was on creating valid and reliable self-report tools that schools can use to assess (a) program goals commonly associated with the SWPBIS and SEL approaches to school discipline (see Bear, 2020; Bear, Sprague, Whitcomb, & Bear, 2019; Whitcomb, Elias, & Blank, 2015), as currently implemented in most schools in Delaware, and (b) bullying prevention programs, which are mandated by Delaware state law and thus implemented to one degree or another in all schools.

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.

Denham’s Affective Knowledge Test (AKT; 1986) utilizes puppets to measure preschoolers’ developmentally appropriate understanding of emotional expressions and situations. Children's understanding of emotion is assessed using puppets with detachable faces that depict happy, sad, angry, and afraid expressions. First, children are asked to both verbally name the emotions depicted on these faces, and then to nonverbally identify them by pointing. This procedure taps into their ability to recognize expressions of emotion. Then, in two subtests of emotion situation knowledge, the puppeteer makes standard facial and vocal expressions of emotions while enacting emotion‐laden stories, such as fear during a nightmare, happiness at getting some ice cream, and anger at having a block tower destroyed. Children place on the puppet the face that depicts the puppet's feeling in each situation. In eight situations, the puppet feels emotions that would be common to most people, such as those mentioned above. Finally, children are asked to make inferences of emotions in nonsterotypical, equivocal situations. This subtest measures how well children identify others' feelings in situations where the "other" feels differently than the child. All the situations that the puppeteer depicts during this section of the measure could easily elicit one of two different emotions in different people, as in feeling happy or afraid to get into a swimming pool. Before the assessment, children’s parents report, via forced‐choice questionnaire, how their children would feel; these responses determine the emotions expressed by the puppet. For example, if the parent reports that the child would be happy to come to preschool, the puppet is depicted feeling sad.

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 survey is inteded to assess the strengths, supports, and social-emotional factors essential for youth success. It is built on the Developmental Assets Framework, which describes 40 external and internal assets necessary for success and thriving in the future. The DAP shows youth perspectives in many parts of their lives: personal, peers, family, school, and community. Subscore(s): Risk, 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.

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.

The Devereux Student Strengths Assessment (DESSA) is a behavior rating scale that assess eight social-emotional competencies in children in kindergarten through eighth grade. Additionally, a new high school assessment is also available.DESSA is completed by parents/guardians, teachers, or staff members at schools and similar institutions such as after-school, social service and mental health programs. The assessment can be administered via computer or paper and pencil and is available in both English and Spanish.

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.

Dispositional Hope Scale [22] assesses a global trait based hope score for individuals above 15 years old. The scale is in 4-point Likert-type scale ranging from Definitely False to Definitely True. There are twelve items in the scale distributed as follows: pathways subscale (4 items), agentic thinking subscale (4 items) and four negative statements as fillers that aren‘t related to hope. Subscore(s): Goal Directed Behavior, Agency

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 EATQ-R measures the aspects of temperament that are associated with self-regulation. The EATQ-R was designed to be used for research purposes. Subscore(s): There are nine subscores: Activation control, Affiliation, Attention, Fear, Frustration, Inhibitory control, Shyness, Aggression, Depressive mood

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 Environment Rating Scale (ECERS‐R) measures global quality in center‐based early childhood programs. The ECERS‐R can be used as a tool “to see how well a program is meeting children’s needs – to see whether children receive the protection, learning opportunities, and positive relationships they need for successful development” (Cryer, Harms & Riley, 2003, p. x). It can be used by researchers, practitioners, program monitors and early childhood professionals providing technical assistance to programs. The ECERS‐R is a revision of the ECERS originally published in 1980, which “… retains the original scale’s broad definition of environment, including those spatial, programmatic, and interpersonal features that directly affect the children and adults in an early childhood setting” (Harms, Clifford, & Cryer, 1998, p. 1).

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 Environment Rating Scale (ECERS) is an assessment of classroom quality measuring environmental provisions and teacher-child interactions affecting the developmental needs of preschool- and kindergarten-aged children. The third edition of the assessment, ECERS-3, includes 35 items focusing on the following six domains: space and furnishings, personal care routines, language and literacy, learning activities, interaction, and program structure. ECERS may be used to evaluate inclusive and culturally diverse educational settings. 

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.

Early Childhood Environment Rating Scale®, 3rd ed. -- A thorough revision of the ECERS-R™, designed to assess group programs for preschool-kindergarten aged children, from 3 through 5 years of 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 Early Development Instrument (EDI) is a measure of children’s developmental health at school entry. Subscore(s): There are five subscores: Physical health and well-being, Social competence, Emotional maturity, Language and cognitive development, Communication skills and general knowledge,

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.

An individual play-based assessment to measure a child’s developmental needs, and pre-literacy skills.

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.

These 6 items were used along with social skills and behavior items adapted from the Social Skills Rating Scale (SSRS) by Gresham and Elliot (1990) in the ECLS-K: 2010-2011.

The Education Vital Signs assessment is a statistically validated, normed assessment of school climate that quickly identifies areas both supporting and interfering with school 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.

The Efficacious Self-Presentation Scale (ESS) is a 36 item questionnaire that measures 6 different dimensions: Social self-confidence; Self-image regulation; Bodily self-confidence; Social sensitivity; Social openness; and Social desirability. All responses are expressed on a 5-point Likert-type scale ranging from 1 (strongly disagree) to 5 (strongly agree). Subscore(s): Self Confidence, Self Image Regulation, Social Sensitivity, Social Openness, Social Desirability

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 ESBA is a 12-item teacher report scale designed to measure positive social skills that can be used for screening in elementary classrooms.

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 Elementary Teachers’ Science Content Knowledge Assessment is a paper-based test that measures elementary teachers’ science content knowledge. Developed by Maerten-Rivera and colleagues in 2014, the assessment was designed to evaluate teachers’ understanding of core science concepts and to detect changes in knowledge over time.

Elevate Survey measures nine learning conditions that influence students' motivation and also their ability to engage and learn. Subscore(s): Affirming identities, classroom community, feedback for growth, meaningful work, student voice, teacher caring, learning goals, supportive teaching, well-organized class

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 Emotion Expression Scale for Children (EESC) measures emotional awareness and the expression of negative emotions. Subscore(s): There are two subscores: Poor awareness, Expressive reluctance

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 24‐item Emotion Regulation Checklist taps both prevalent emotional expressiveness and the product aspect of emotion regulation: that is, it targets processes central to emotionality and regulation, including affect lability, intensity, valence, flexibility, and contextual appropriateness of expressiveness (Shields & Cicchetti, 1997; Shields et al., 2001). The Lability/Negativity subscale is comprised of items representing a tack of flexibility, mood lability, and dysregulated negative affect; sample items include "Exhibits wide mood swings," and "Is prone to angry outbursts?' The Emotion Regulation subscale includes items describing situationally appropriate affective displays, empathy, and emotional self‐awareness; sample items include "Is empathic toward others," and "Can say when s/he is feeling sad, angry or mad, fearful or afraid."

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.

ERICA is a 16 item scale to assess emotion regulation in middle childhood and adolescence. The ERICA was developed in 2009 and yields 3 factors, Emotional Control, Emotional Self-awareness, and Situational Responsiveness.  Subscore(s): Emotional Regulation