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.

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.

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.

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.

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.

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 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.

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.

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.

The Abecedarian Reading Assessment is a comprehensive test that covers the 6 essential domains for reading. The test consists of the decoding, vocabulary, phonological awareness, letter knowledge, phoneme awareness, and knowledge of the alphabetic principle subtests.

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.

The Academic Amotivation Inventory (AAI) assesses students’ lack of motivation toward academics, particularly focused on their reasons for not wanting to study or do their homework.

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.

Academic and Social Self-Efficacy Scale (ASSESS) measures academic and social self-efficacy of elementary school students. It can be used to predict academic and social status.

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 Academic Competence Evaluation Scales are brief questionnaires designed to assess important skills, attitudes, and behaviors contributing to school success. There are teacher, student, and college versions of the ACES, and each assesses a student’s academic skills and academic enablers. Academic skills include reading and language, mathematics, and critical thinking. Academic enablers include motivation, engagement, study skills, and interpersonal skills. The ACES assist with problem identification, intervention planning, and evaluation for students experiencing academic difficulty in K-12 or post-secondary settings. Each form requires less than 15 minutes to complete and can be scored quickly by hand.

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 ADT is a direct assessment of students' willingness to focus on tedious academic tasks rather than play games.

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 measurement of academic optimism at the individual level is comprised of three parts. First measure teacher sense of self-efficacy, then teacher trust in students and parents, and finally, the teacher’s academic press for achievement. An index of teacher sense of academic optimism is the created by combining the measures of these three components of academic optimism.

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 revised Adolescent Resilience Questionnaire (ARQ) consists of 93 items across 12 scales, assessing resilience factors in five domains: individual, family, peers, school, and community. This pen-and-paper questionnaire uses a five-point Likert scale, with responses ranging from 1 (Never) to 5 (All the time). It provides a comprehensive measure by examining resilience at each ecological level relevant to adolescents.

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 Adult Adolescent Parenting Inventory (AAPI-2.1) is a 40-item self-reporting inventory that measures parental behaviors and is commonly used to assess the risk of child abuse and neglect. The AAPI-2.1 provides five subscales: expectations of children, parental empathy towards children's needs, use of corporal punishment, parent-child family roles, and children's power and independence.

The Advanced Placement (AP) U.S. Government and Politics test asseses high school students enrolled in the relevant AP course on their understanding of political concepts, including, for example, their ability to analyze foundational documents and apply SCOTUS decisions to real life scenarios.

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 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 aimswebPlus math assessments are sold by Pearson. These online assessments include curriculum-based measures (CBM) and a standards-based assessment designed for screening,progress monitoring, and evaluation of intervention.

The aimswebPlus reading subtestsscreen and monitorthe readingskills of PreK–12 students. aimswebPlus also has add-on screeners for behavior and dyslexia.

The Alabama Parenting Questionnaire is a 42-item self-reporting instrument that focuses on positive involvement with children, supervision and monitoring, use of positive discipline techniques, consistency in the use of discipline, and corporal punishment use. The instrument, designed for parents with children 6-18 years of age, can be used for pre- and post-treatment and is offered in both English and Spanish.