The Instruments

The Engagement versus Disaffection with Learning (EVDL-24) is a psychological assessment tool designed to measure students’ emotional and behavioral engagement with learning activities as well as their disaffection or lack of engagement. Engagement refers to the level of enthusiasm, interest, and effort students put into their learning, while disaffection represents feelings of boredom, frustration, and withdrawal from learning tasks.

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 Engineering-Infused Lesson Rubric is an instrument that assesses the integration of engineering into science. It contains 12 items divided into three sections (labeled A1-C3): curriculum materials, design-centered teacher practices, and engagement with engineering concepts. The first section has 4 items, the second section has 5 items, and the third section has 3 items.

The EPOCH Measure of Adolescent Well-Being assesses 5 positive psychological characteristics (Engagement, Perseverance, Optimism, Connectedness, and Happiness) that might foster well-being, physical health, and other positive outcomes in adulthood.

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 Ethnic Identity Scale assesses three distinct components of ethnic-racial identity: (a) exploration, or the degree to which individuals have explored their ethnicity; (b) resolution, or the degree to which they have resolved what their ethnic identity means to them; and (c) affirmation, or the affect (positive or negative) that they associate with their ethnic-group membership (Umaña-Taylor, Yazedjian, & Bámaca-Gómez, 2004). Exploration and resolution capture aspects of the developmental process of ethnic-racial identity, and affirmation captures ethnic-racial identity content. Examination of exploration and resolution as individual scales enables scholars to categorize individuals into ethnic-racial identity statuses of diffuse, foreclosed, moratorium, and achieved (for detailed instructions of this approach see Umaña-Taylor, Yazedjian, & Bámaca-Gómez, 2004).

The EVC scale was developed based on the Expectancy-Value model to understand motivational factors. This brief 10-item scale is designed to be a rapid measure reflecting student's perceptions of the extent they think they can be successful and the extent that they think a task is worthwhile. This scale allows differentiation between three separate motivational factors (expectancy, value, and cost). Additional research on the cost factor has been done, and a cost scale was developed to contribute to research on the Expectancy-Value Model. There are four subscales in the cost scale: task effort cost, outside effort cost, loss of valued alternatives cost, and emotional cost. Subscore(s): 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.

Gathers information in 4 domains: 1. The welcoming environment of the school toward families 2. The degree to which the school supports learning at home 3. Effective two-way communication between home and school 4. Important issues in family engagement (i.e. policy, governance, parental efficacy)

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.

In this measure, FAS is used to assess children’s: Perceptions of Their Competence in Math and Literacy ‐‐ These items reflect the way a child feels about their abilities with numbers, letters, and reading (i.e., “how good they are with”, “how much they know about”, and “how good they are at learning something new”). Feelings About Their Teachers ‐‐ These items reflect how a child perceives their teacher to feel about them and how they feel about their teacher (i.e., doesn’t like at all to likes a lot). General Attitudes about School ‐‐ These items reflect (i.e., “how they feel about going to school,” “how fun the things they do in school are,” “how they feel when they are 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.

The Florida Civics End-of-Course (EOC) Assessment is required for all Florida public school students taking the required civics course in the middle grades, mostly commonly in Grade 7. The test assesses students' understanding of the origins and purposes of the U.S. political system and government, responsibilitiies of the U.S. citizen, functions and organization of the government, and contemporary issues in world affairs.

The Free Time Motivation Scale for Adolescents (FTMSA) can be used to understand the choices adolescents make about how they spend their free time. Subscore(s): There are five subscores: Amotivation, External, Introjected, Identified, Intrinsic 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 Friendship and Social Skills Test (FASST) is a parent-report measure of child peer relationships and social skills that can assist teachers and clinicians in referring children to social skills interventions Subscore(s): There are five subscores: Friendship activities, Peer victimization, Expressed concern, Negative social behaviors, Positive social 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.

The Friendship Quality Questionnaire (FQQ) is a 40-item self report measure of the quality of a child's best friendship. The FQQ is comprised of 6 subscales; validation and caring, conflict resolution, conflict and betrayal, help and guidance, companionship and recreation, and intimate exchange. Subscore(s): Validation and caring, Conflict resolution, Conflict and betrayal, Help and guidance, Companionship and recreation, Intimate exchange

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 Friendship Qualities Scale is a theoretically grounded, multidimensional measurement instrument to assess the quality of children's and early adolescents' relationships with their best friends according to five conceptually meaningful aspects of the friendship relation. These dimensions are companionship, conflict, help/aid, security and closeness. A confirmatory factor analysis, used to evaluate the factor structure of this instrument, demonstrated that these scales represented distinct, but related, domains of friendship. Assessments of reliability indicated the high level of internal consistency within each dimension. The validity of the scale was indicated by the observation of higher ratings for (a) mutual friends than for non-mutual friends, and (b) for stable friends than for non-stable friends. These findings are discussed according to the theoretical and practical issues related to the measurement of friendship quality.

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 Gallup Student Poll is a web-based survey of engagement, hope, belonging, and wellbeing in students ranging from grade 5 through grade 12. The Gallup Student Poll is available to schools and districts in the United States and Canada.  Subscore(s): Belonging, Engagement, Hope

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 Georgia Brief School Climate Inventory (GaBSCI) is a 9-item measure of students' perceptions of school climate across three dimensions (safety, teaching and learning, and relationships within 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 Georgia Student Health Survey identifies safety and health issues that have a negative impact on student achievement and school 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 Georgia Student Health Survey identifies safety and health issues that have a negative impact on student achievement and school 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 Global Empathy Scale (GES) is a measure of high school aged student's self-reported awareness of political and social rights of others, emotional connectedness to others, as well as one's likelihood to speak up for others. The 11-items within this measure are responded to on a Likert scale. Subscore(s): Empathy

The Grit Scale measures the extent to which individuals are able to maintain focus and interest, and persevere in obtaining long-term goals. It has 8-item, 10-item, and 12-item versions. Subscore(s): Goal Directed Behavior

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.

Psychologist Carol Dweck created the 3-item Growth Mindset Scale to measure how much people believe that they can get smarter if they work at it. The scale is freely available. Researchers have used this scale primarily with students, including college students whose parents did not complete a four-year college degree (i.e., first-generation college students) and high school students living on a low income in Chile (Claro, Paunesku, & Dweck, 2016). Researchers have also used this scale with adults (Thompson et al., 2013), although not with adults in poverty.

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.

In Hall of Heroes, students enroll in a superhero middle school where they must build their powers and skills to make friends, resist peer pressure, and save the school from supervillain Dr. Klepto. In addition, students improve middle school readiness skills, such as locker combinations and getting to class on time. By building their skills during gameplay, they become more confident when they encounter similar challenges in real-world situations.

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 HEIghten Critical Thinking assessment is administered in a single 45-minute testing session. Each test taker answers 26 questions. The item types include critical thinking sets, short arguments or informational passages, and sets that present conditions applicable to a fictional situation. Subscore(s): Critical Thinking

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 HEIghten Written Communication assessment addresses four dimensions: Knowledge of social and rhetorical situations, knowledge of conceptual strategies, knowledge of language use and conventions, knowledge of the writing process. The HEIghten Written Communication assessment is administered in a single 45-minute testing session. The first section consists of an essay task that requires the test taker to compose an original response which adopts or defends a position on a claim. In the second section, the test taker is presented with two passage-based sets, each of which includes 12 selected-response questions. The Written Communication assessment is part of a larger suite that also measures Civic Competency & Engagement, Critical Thinking, Intercultural Competency & Diversity, and Quantitative Literacy. Subscore(s): Written Communication

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.

Hello Insight provides a suite of social-emotional learning (SEL) assessment tools designed to measure and enhance youth development in various contexts. These instruments collect real-time, research-based data to help educators, program leaders, and researchers understand how young people develop critical SEL competencies in different environments. Each Hello Insight tool is tailored to a specific setting, offering actionable insights to improve programs and support positive youth development. Hello Insight: Elementary Social and Emotional Learning is a developmentally appropriate SEL assessment for elementary-aged students, focusing on: Self-regulation – Managing emotions and behaviors. Social skills – Engaging positively with peers and adults. Growth mindset – Developing persistence and a love for learning. Designed for elementary schools and early youth development programs, this tool helps educators measure and track SEL skills in younger children. It supports early interventions and guides teachers in fostering foundational social-emotional competencies.

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.

Hello Insight provides a suite of social-emotional learning (SEL) assessment tools designed to measure and enhance youth development in various contexts. These instruments collect real-time, research-based data to help educators, program leaders, and researchers understand how young people develop critical SEL competencies in different environments. Each Hello Insight tool is tailored to a specific setting, offering actionable insights to improve programs and support positive youth development. This assessment evaluates how summer camp experiences contribute to SEL growth by focusing on key competencies such as: Self-awareness – Understanding emotions and behaviors in a new environment. Social skills – Building relationships and teamwork in an immersive setting. Resilience and independence – Adapting to challenges and developing self-sufficiency. Designed for youth-serving camp programs, this tool helps camp leaders assess the impact of outdoor, residential, and day camp experiences on personal development. The data informs program design to ensure camps effectively foster social-emotional growth.

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.

Hello Insight provides a suite of social-emotional learning (SEL) assessment tools designed to measure and enhance youth development in various contexts. These instruments collect real-time, research-based data to help educators, program leaders, and researchers understand how young people develop critical SEL competencies in different environments. Each Hello Insight tool is tailored to a specific setting, offering actionable insights to improve programs and support positive youth development. Hello Insight: SEL at Camp is a broad SEL assessment designed to measure: Emotional regulation – Managing emotions effectively. Growth mindset – Embracing challenges and learning from failure. Relationship skills – Communication, empathy, and collaboration. Decision-making – Responsible and ethical choices in social situations. Used in schools and youth development programs, this tool provides educators and program leaders with insights into how SEL skills develop over time. It supports curriculum improvement, student interventions, and program evaluation.

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.

Hello Insight provides a suite of social-emotional learning (SEL) assessment tools designed to measure and enhance youth development in various contexts. These instruments collect real-time, research-based data to help educators, program leaders, and researchers understand how young people develop critical SEL competencies in different environments. Each Hello Insight tool is tailored to a specific setting, offering actionable insights to improve programs and support positive youth development. Hello Insight: Sports evaluates how participation in sports programs builds SEL competencies, focusing on: Teamwork and collaboration – Learning to work with others toward a shared goal. Perseverance and grit – Overcoming obstacles and maintaining effort. Self-confidence – Believing in personal abilities and skills. Leadership and responsibility – Taking initiative and being accountable in a team setting. Designed for youth sports programs, this assessment helps coaches and organizations understand the impact of athletics on personal growth and social-emotional development. The data can inform coaching strategies and program design.

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.

Hello Insight provides a suite of social-emotional learning (SEL) assessment tools designed to measure and enhance youth development in various contexts. These instruments collect real-time, research-based data to help educators, program leaders, and researchers understand how young people develop critical SEL competencies in different environments. Each Hello Insight tool is tailored to a specific setting, offering actionable insights to improve programs and support positive youth development. Hello Insight: Youth Leadership and Action assesses SEL development in leadership-focused programs, emphasizing: Civic engagement – Interest and participation in community action. Empowerment – Confidence in leading and making decisions. Communication skills – Expressing ideas and advocating effectively. Collaboration – Engaging peers in meaningful projects. Intended for youth leadership programs, student councils, and activism initiatives, this assessment helps organizations evaluate how well they are preparing young people to take initiative and create change 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.

The HSLS scales are used to measure students’ science attitudes, experiences, and aspirations over time. They include items on science interest, self-confidence, identity as a “science person,” and participation in science courses or activities. The goal is to track how students’ science skills and engagement develop from high school into postsecondary education.

There are 22 school-level variables, 37 items for the student questionnaire, a mathematic achievement score, and 29 parent items. 

The High School Survey of Student Engagement, a self-report measure, is built on a three-pronged framework of student engagement in their learning environment. The 121 items in this the survey consists of both open response and selected response questions. Subscore(s): Cognitive/intellectual/academic engagement, Social/behavioral/participatory engagement, Emotional engagement

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 meant to provide a social-emotional portrait of a young person. The data can be reported at an individual, classroom, school, and district level. The survey measures student perceptions of strengths and struggles in order to show where more support is needed. Subscore(s): Assertiveness, Engagement, Belonging, Reflection

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.