The Instruments

The School Motivation and Learning Strategies Inventory (SMALSI) Child Form measure assesses learning strategies and can be used by educators to identify strengths and weaknesses and administer appropriate interventions Subscore(s): There are nine subscores: (1) Study strategies, (2) Note taking/Listening skills, (3) Reading/Comprehension strategies, (4) Writing/Research skills, (5) Test-taking strategies, (6) Organizational techniques/Time management, (7) Low academic motivation, (8) Test anxiety, (9) Concentration difficulty

The School Motivation and Learning Strategies Inventory (SMALSI) Teen Form assesses learning strategies and can be used by educators to identify strengths and weaknesses and administer appropriate interventions. Subscore(s): Study strategies, Note taking/Listening skills, Reading/Comprehension strategies, Writing/Research skills, Test-taking strategies, Organizational techniques, Time management, Low academic motivation, Test anxiety, Concentration difficulty

The School Motivation Questionnaire (SMQ) measures motivation orientations in children. Subscore(s): There are eight subscores: Mastery orientation, Intrinsic motivation, Cooperative orientation, Individual orientation, Ego orientation, Competition orientation, Orientation to approach success, Orientation to avoid failure

The School Social Behavior Scales (SSBS) are sold by Brookes Publishing and measure social competence and antisocial behavior (with 32 items measuring each). They are filled out by teachers and evaluated by psychologists, and are meant to be accompanied by the Home & Community Social Behavior Scales (HCSBS)--to be completed by a parent or other adult the student knows well--for a complete assessment. Subscore(s): Social competence: Peer relations,Compliance, Academic behavior, Antisocial behavior: Hostile/Irritable, Anti-social/Aggressive, Defiant/Disruptive

The Science Discourse Instrument (SDI) is an observation tool and rubric used to evaluate the quality of discussions in science classrooms. There are six categories for observation in the SDI, which are considered essential to strong discourse in science classrooms, three of the categories focus on teachers and three focus on students. The categories for teachers are: asking open ended questions; pressing for explanation; and linking discussions. The categories for students are: explanation of ideas; co-constructing ideas with peers; and critiquing the reasoning of others.

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 Science Teaching Efficacy Belief Instrument (STEBI) can be used to measure science teachers‘self-efficacy and outcome expectancy across all levels of teaching. The STEBI-A is the version recommended for use with in-service teachers; the STEBI-B is the version recommended for use with pre-service teachers.

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 Sedlacek Noncognitive Questionnaire (NCQ) assesses eight aspects of experiential and contextual intelligence. It was designed to provide information that could be used by advisors to work with students developmentally. Subscore(s): There are eight subscores: Positive self-concept, Realistic self-appraisal, Understands and knows how to handle racism, Long-range goals, Strong support person, Leadership, Community, Nontraditional knowledge acquired

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.

It is important that teachers, rather than counselors or support staff, take the lead on delivering explicit SEL instruction. This approach allows teachers to form strong relationships with their students and integrate SEL concepts throughout all instruction so students can practice and apply SEL in multiple contexts. By taking ownership of teaching SEL, teachers also enhance their own social and emotional learning. Counselors and other support staff are great sources of knowledge on SEL and may support teachers by co-facilitating, coaching, or leading professional learning on SEL instruction. This tool helps teachers reflect on the ways they promote SEL through explicit instruction, integration into academic instruction, and through a supportive classroom 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 Social and Emotional Learning Program Quality Assessment (SEL PQA) is an efficient and effective, research-validated observational tool for assessing adult youth leader practices that support social and emotional learning. Intended to be used for programs serving young people in grades K-12, the instrument builds on the research-validated Youth PQA and over ten years of observational measure development. It also incorporates insights from the SEL Challenge, an initiative dedicated to developing exemplary practices to support social and emotional learning in young 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 SEL Strengths Builder Method is an extension of the evidence-based Assess-Plan-Improve continuous improvement sequence (YPQI). The Strengths Builder method includes three areas of assessment designed to focus OST staff on a program’s SEL strengths: 1. Assessing SEL Curriculum Design: Build a better understanding of your curriculum sequence in two parts – the youth-driven learning project at the heart of the offering (e.g., build a boat), and the parallel SEL content sequence that fosters SEL skill growth. 2. Assessing SEL Practices: Reflect on the intensity and quality of the responsive practices you implement to support youth in building their social and emotional skills. 3. Assessing Youth SEL Skills: Create a baseline profile of the social and emotional skills of the youth you serve and what it looks like when these youth are demonstrating SEL in your program.

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 self-assessment tool is designed to help educators (teachers, school staff, and out-of-school time professionals) reflect upon (a) their own social and emotional competencies (SEC) and (b) their capacities to implement current practices that influence student SEL or the conditions they create to support student social and emotional development.

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 SDQP was designed to assess two areas of academic self‐concept (Verbal and Math) and four areas of nonacademic self‐concept (Physical, Appearance, Peers, and Parents). for preschool children (preschool children do not clearly understand General self‐concept items; see also Harter & Pike, 1984) This measure is a downward extension of the SDQ–I (Marsh, Craven, & Debus, 1991), an excellent instrument in terms of psychometric properties and construct validation (see, e.g., Byrne, 1996).

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 SDI is a set of measures to assess a student's self determination. It includes questions about choice making, goal setting, and decision making. The Inventory includes a self-report measure for people aged 13-22 with or without disabilities, as well as a parent or teacher report for an outside perspective. These two assessments can be combined for a full view of a student's self-determination. The assessment uses a continuous scale between "Agree" and "Disagree" on their online platform.  For a non-visual option, those using a screen reader can use higher numbers to show higher agreement. There are 17 questions in the measure.  Subscore(s): Goal Setting

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 Self-Directed Learning Readiness Scale (SDLRS) measures the attitudes and skills that are associated with an individual's readiness to manage his or her own 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 SEQ-C measures children's self-efficacy. It was designed to be used in the study of affective disorders. Subscore(s): Academic self-efficacy, Social self-efficacy, Emotional self-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.

This Self-Perceived Influence measure is designed to assess an individual's perception of their involvement and influence as a member of a team in juxtaposition to how team members interact with said individual. The assessment contains five items each of which is on a six-point scale that ranges from strongly disagree (1) to strongly agree (6). Subscore(s): Self perceived influence

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 Self-Regulated Learning Interview Schedule was created to seek students' response through the process of self-regulated 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 Self-Regulated Strategies for School Writing Tasks (SRSSWT) measures the use of self-regulation strategies in school writing tasks. Subscore(s): There are three summary scale scores: Environmental, Behavioral, Personal processes, There are twelve subscores: Environmental structuring, Help-seeking, Self-monitoring, Self-consequating, Self-verbalizing, Time planning, Self-evaluating, Planning, Revising, Recalling, Organizing, Reader 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 Self-Regulation Strategy Inventory-Self Report (SRSI-SR) was developed to assess students' use of self-regulation strategies. Subscore(s): There are three subscores: Seeking and learning information, Maladaptive regulatory behaviors, Managing environment/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.

Measures: Students’ feelings of caring/supportiveness and autonomy and influence in their classroom and school. Self‐report measure of students’ sense of the classroom as a community (Battistich et. al. 1997). The initial measure included items representing two elements of community: (a) students’ perceptions that they and their classmates cared about and were supportive of one another (7 items: e.g., “students at this school work together to solve problems,” “the students in this class really care about one another,” “my class is like a family”); and (b) students’ perceptions that they had an active and important role in classroom norm setting and decision making (10 items: e.g., “Teachers and students plan things together at this school.,” “ in my class the teacher and students decide together what the rules will be”). (Battistich et. al.1997).

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.

Studies show that people of color (Steele & Aronson, 1995), first-generation college students (Stephens, Hamedani, & Destin, 2014), and women (Inzlicht & Ben-Zeev, 2000) may struggle in school (or, in the case of women, in science, technology, engineering, and math classes) because they feel they do not belong there. Yet reassuring students that they indeed “fit” in school, majors, or other groups helps them learn more, earn better grades, and even avoid illness (Walton & Cohen, 2011). Because education and health are important drivers of social mobility (Card, 2001; Halleröd & Gustafsson, 2011), increasing people’s sense of social fit may be one pathway out of poverty. The Sense of Social Fit Scale is a 17-item measure that assesses how much a person feels they belong in a group, such as a school, club, or academic department. Researchers have used this measure with college students whose parents did not earn a four-year degree (i.e., first-generation college students, Stephens, Hamedani, & Destin, 2014), college students in remedial classes (Devers, et al., 2016), and American and Canadian college students of African, Asian, European, Latinx, and Native heritages (Walton & Cohen, 2007; Walton et al., 2012).

The Shyness Mindset Scale (Valentiner et al., 2011) is an open-source 4-item measure of perceptions about social interaction and competence as well as specific beliefs regarding shyness in social settings. This measure was developed in the context of a study that applied mindset theory to the domain of inhibited social behavior using a sample of 93 incoming college freshmen. It was adapted from Dweck's work on mindset for intelligence (Hong, Chiu, Dweck, Lin, & Wan, 1999).

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 Situational Test of Emotion Management is an open-source, performance-based multiple choice test that measures how well one is able to manage their emotions. It was developed in combination with the Situational Test of Emotional Understanding. Both long and short forms are available, as well as an 11-item form appropriate for youth ages 11-15 and their parents called the STEM-Y.  Subscore(s): Emotion management

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 SEI-YV assesses emotional intelligence and capabilities of youth. The results are intended to help teachers or youth understand their strengths and competencies, both individually and in a group setting. The SEI-YV provides snapshots of five areas: good health, relationship quality, life satisfaction, personal achievement, and self-efficacy. Subscore(s): Emotional Intelligence

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 SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) is a brief, norm-referenced tool for screening all students to identify those who are at risk for social-emotional behavior (SEB) problems. SAEBRS is one of the only SEB universal screening tools built to assess both the absence of problem behaviors and symptomatology (e.g., internalizing and externalizing behaviors) and the presence of well-being and competencies (e.g., social-emotional 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.

Fly Five’s digital platform includes a signature suite of assessments intended to build teacher awareness of their own social and emotional type, empower teacher decision-making, and help teachers identify their classroom SEL type at the end of the year after teaching the curriculum. The Social and Emotional Type Inventory (SETI) is a typology inventory intended to help adults identify their areas of strength and growth in their social and emotional competence. The responses to the SETI are used to identify the user as a member of one of four SEL family types. Each of the four family types (Creators, Harmonizers, Administrators, Movers) has eight members, leading to a total of 32 social and emotional types. Teachers take the SETI once a year, ideally prior to completing the 10 hours of professional development. The SETI profile is downloadable, and a copy is saved to the teacher’s profile for three years. Unlike a personality typology, one’s SETI type is not fixed; it is expected that the profile will change over time. Subscore(s): Fly Five’s digital platform includes a signature suite of assessments intended to build teacher awareness of their own social and emotional type, empower teacher decision-making, and help teachers identify their classroom social and emotional learning (SEL) type at the end of the year after teaching the curriculum.

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.

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 Social Competence and Behavioral Evaluation - 30 (SCBE-30) is a short version of an 80 item Likert measure for parents and teachers to assess  social-emotional competence, internalizing behaviors, and externalizing behaviors in preschool children. It was formerly sold by WPS Publishing but no longer is. It has been translated into many languages and is used in cross-national comparisons. Subscore(s): Social Competence, Anger-Aggression, Anxiety-Withdrawal

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 Social-Emotional and Character Development Scale (SECDS) measures social-emotional skills and character traits including prosocial behavior, honesty, and self-control for elementary school children. Subscore(s): There are six subscores: (1) Prosocial behavior (2) Honesty (3) Self-development (4) Self-control (5) Respect at school (6) Respect at home

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 Social Emotional Survey-Secondary (SEHS-S) is a 36-item self-report measure of students‘ social and emotional strengths. The 12 subscales (each consisting of three items) are associated with four domains of positive social-emotional health: belief in self, belief in others, emotional competence, and engaged living. These four correlated domains assess the higher-order construct of covitality. The SEHS-2020 is the most recent validated version.

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 SELA's content and internal structure were based on the CASEL five model and the existing SSIS Performance Screening Guide.

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.