The Instruments

The Social Identities and Attitudes Scale (SIAS) measures susceptibility to stereotype threat in mathematics for both gender and ethnicity.  Subscore(s): Stereotype threat susceptibility; Math identification; Math self-concept; Gender identification; Gender stigma consciousness; Negative affect about math; Ethnicity stigma consciousness; Ethnic identification

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 Networks and Friendship Survey asks participants to indicate their friends in the classroom. From this list, children are asked to identify the top 3 friends by marking them with a star. The survey also asks children to indicate "rejects" or children with whom they don‘t like to hang out.

Social Perspective Taking (SPT) is measured through three sub-scales which are the SPT Propensity scale, the SPT Confidence scale, and the SPT Importance scale (24 items total). In the initial study, a performance task to assess social perspective taking ability and an interview to uncover motivations behind SPT were also administered. 

Social Perspective Taking (SPT) is measured through three sub-scales which are the SPT Propensity scale, the SPT Confidence scale, and the SPT Importance scale (24 items total). In the initial study, a performance task to assess social perspective taking ability and an interview to uncover motivations behind SPT were also administered. 

The Social Problem Solving Inventory-Revised (SPSI-R) is published and sold by MHS Assesments (it is also distributed by Pearson). It contains 5 scales to measure different dimensions of social problem solving: Positive Problem Orientation, Negative Problem Orientation, Rational Problem Solving, Impulsivity/Carelessness Style, and Avoidance Style. It is an individual assessment with Likert-style responses appropriate for ages 13-18. Subscore(s): Positive Problem Orientation, Negative Problem orientation, Rational Problem Solving, (Problem Definition and Formulation, Generation of Alternative Solutions, Decision Making, Solution Implementation and Verification), Impulsivity/ Carelessness Style, Avoidance Style

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.

Used by: School, after‐school, social services, mental health professionals. Versions: Teacher, parent and student versions of rating scale available (Student self‐report available for 8‐18). Rating procedure: Raters should be familiar with the SSIS and the rating forms. Teachers need to establish rapport with the student. Each form takes 15 – 20 minutes to complete. Subscore(s): Self‐Management, Relationship Skills, Responsible decision‐making, (Lack of Risky, Disruptive/Externalizing Behaviors and Internalizing Symptoms), Academic Competence

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 assessment tool, developed by Gresham & Eliot (1990), is designed to help professionals screen and classify children with potential social behavior issues and guide the creation of appropriate interventions. It includes scales for Social Skills (Cooperation, Assertion, Responsibility, Empathy, Self-Control), Problem Behaviors (Externalizing, Bullying, Hyperactivity/Inattention, Internalizing), and Academic Competence (Reading Achievement, Math Achievement, Motivation 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.

In STEP, the role of affective and cognitive perspective taking in empathy is considered. Assesses a child’s ability to understand and share in the experience of another person across a number of hierarchically organized, emotion judgment contexts linked to facial expression, situational cues, verbal cues, and desires. STEP incorporates computer–presented, videotaped vignettes of children in emotional scenarios that focus on four emotional outcomes (angry, happy sad, fearful). It asks children to indicate their reactions to vignettes by selecting a picture of the relevant facial expression. The test incorporated 8 video vignettes of children in emotional scenarios, assessing a child’s ability to understand (STEP‐UND) and share (STEP‐SHA) in the emotional experience of a story protagonist. Each vignette included 4 emotions (angry, happy, fearful, sad) that reflected emotion judgments based on the protagonist’s facial expression, situation, verbal cues, and desire. The test incorporates eight video vignettes of children in emotionally evocative scenarios to assess a child’s ability to understand (STEP‐UND) and share (STEP‐SHA) in the emotional experience of a story protagonist. Each child watched one practice story and eight test stories. The videos used continuous movement and child actors. Four stories had a male protagonist, and four had a female protagonist. Each story was made up of seven consecutive parts. In Parts 1, 2, 4, and 6 children were asked to judge how the protagonist (STEP‐UND) and they themselves (STEP‐SHA) would feel, on the basis of the protagonist’s facial expression, a situation cue, a verbal cue, and the protagonist’s desire. Each story part related to one of four emotional outcomes (angry, happy, sad and fearful), such that emotion judgments (related to facial expression, situation cues, verbal cues, and desire) were linked twice with each outcome.

Desires were represented by a thought bubble (Wellman, Hollander, & Schult, 1996). Two further story parts (3 and 5) contained check questions that were designed to assess concentration and understanding. The story ending made up the final part (see Table 1). Each story was accompanied by an 85–90 word narrative and lasted approximately 120 s. Children indicated their emotion judgments by clicking on one of five schematic emotion faces (happy, sad, angry, fearful, OK/neutral) displayed at the bottom of the computer screen. After the children watched the practice story, a computer screen appeared, featuring the eight story protagonists waving. Children had to click on successive characters in order to hear each story, and stickers were given between stories. This process was repeated until children had completed all eight vignettes, and a goodbye screen was presented.

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.

Youth Program Quality Assessment (SEL PQA), as well as youth SEL behavior measure based on staff observation, the Staff Rating of Youth Behavior (SRYB).

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 SAT10 reading subtests are specifically aligned with IRA/NCTE standards, state standards, and the National Assessment of Education Progress (NAEP). The standardized assessment can help monitor students' progress and also identify strengths and areas in need of support for placement and instructional planning. The test is sold only to accredited schools and districts. Aprenda-3 is the Spanish version that allows educators to test Spanish-speaking students in their native language.

SAT10 wasdeveloped to align with state standardsand the National Assessment of Education Progress (NAEP). The standardized assessment can help monitor students' progress and also identify strengths and areas in need of support for placement and instructional planning. Aprenda-3 is the Spanish assessment modeled off of the Stanford 10 that allows educators to test Spanish-speaking students in their native language.

The Strengths and Difficulties Questionnaire (SDQ) is a widely used checklist that includes questions about conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. The checklist style rating form is easy to complete with only about 5 items per subscale, and can be completed by parents or teachers. Although many studies use this or the CBCL (Achenbach Child Behavior Check List), the SDQ is generally more reliable for low-risk populations.

The Strengths and Difficulties Questionnaire (SDQ) is a brief behavioural screening questionnaire about 2-17 year olds. It exists in several versions to meet the needs of researchers, clinicians and educationalists

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 Student Athlete Pre-Screening Questionnaire (SA-PSQ) is a tool for evaluating the college readiness of student athletes. It is derived from the CollegeCareerReady™ School Diagnostic, which assesses four key areas of college readiness, including cognitive strategies, content knowledge, learning skills and techniques, and transition knowledge and skills. The SA-PSQ measure is predictive of college GPA and probation status, and it has also been shown to account for a distinct variation in college readiness knowledge and skills beyond typical demographic factors and academic preparation variables such as high school GPA and SAT scores (Lombardi et al., 2012).

Year developed:2012.

This project centers on developing and validating the Student Emotion Regulation Assessment (SERA), a direct tool for measuring students' use of emotion regulation strategies in common school situations. There are two versions: SERA-P for grades 1-5 which uses age-appropriate, illustrated, and narrated vignettes to engage students. The SERA aims to enhance educators' understanding of students' emotion regulation, increase students' self-awareness of their strategies, and guide educators in supporting effective regulation strategies in the classroom. The project focuses on ensuring the SERA's psychometric strength, feasibility, and utility for 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.

This project centers on developing and validating the Student Emotion Regulation Assessment (SERA), a direct tool for measuring students' use of emotion regulation strategies in common school situations. There are two versions: SERA-P for grades 6-12 which uses age-appropriate, illustrated, and narrated vignettes to engage students. The SERA aims to enhance educators' understanding of students' emotion regulation, increase students' self-awareness of their strategies, and guide educators in supporting effective regulation strategies in the classroom. The project focuses on ensuring the SERA's psychometric strength, feasibility, and utility for 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.

The Student Engagement Instrument (SEI) is a 31-items (elementary) instrument that measures various components of student engagement, including teacher-student relationships which may provide insights into students' sense of belonging at 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 Student Engagement Instrument (SEI) is a 35-item (secondary) instrument that measures various components of student engagement, including teacher-student relationships which may provide insights into students' sense of belonging at 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 Student Measure of Culturally Responsive Teaching (SMCRT) explores students‘ perspectives about culturally responsive teaching practices in their school. Subscore(s): Diverse Teaching Practice, Cultural Engagement, Diverse Language Affirmation

The SPAS uses perceptions of subject-specfic performance to measure academic self-concept. Subscore(s): There are six subscores: General ability, Arithmetic ability, School satisfaction, Reading and spelling ability, Penmanship and neatness, Confidence in academic ability

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 Student Perception of Wellbeing Questionnaire (SPWQ) measures adolescent well-being in three distinct areas: exercise, explanatory style, and conflict resolution. Subscore(s): There are three subscores: Benefits of exercise, Explanatory style, Conflict resolution

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 Student School Engagement Survey (SSES) is used to evaluate student engagement interventions run by the National Center for Student Engagement in the U.S.

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 Student Subjective Wellbeing Questionnaire (SSWQ) is a 16-item self-report behavior rating scale for measuring youths' school-specific wellbeing. The SSWQ is comprised of four subscales: (1) Joy of Learning, (2) School Connectedness, (3) Educational Purpose, and (4) Academic Efficacy. Subscale scores can be used as standalone wellbeing indicators or summed to create a Overall Student Wellbeing composite scale. The SSWQ was developed with a sample of 6-8th graders, and a college version is also available. Subscore(s): Connectedness, Self Efficacy, Joy of Learning, Purpose

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 SSN student survey measures 7 SEL competencies that are connected to persistance and success in students. The categories include academic self-efficacy, belonging, growth mindset, interpersonal skills, problem-solving, self-advocacy, and self-regulation. The survey is intended for students in grades 6-12.

Pianta’s scales (Pianta, 1997; Pianta & Nimetz, 1991; Pianta, Steinberg, & Rollins, 1995), yield measures of the child's relationship with his/her teacher, regarding whether the relationship is conflicted, warm, troubled, open, or dependent.

The Summer Learning Program Quality Intervention (SLPQI) is a comprehensive system for improving program quality, built around the Summer Learning Program Quality Assessment (PQA). The SLPQI Box Set provides everything you need to assess the quality of your summer program(s), identify staff training needs, and ultimately use data for continuous quality improvement. The SLPQI set includes full access to Youth Work Methods online courses, a set of research-based and time-tested strategies for working with youth. This box set is appropriate for a single program site.

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 Afterschool Program Assessment System (APAS) is a research-based, field-tested suite of three flexible assessment tools that can be used individually or together to enhance program quality and youth outcomes.

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 of school leaders is intended to collect information on the practices that schools are using to improve attendance; the organizational systems in place to support those attendance practices; personnel related to improving attendance; school leader involvement in attendance initiatives; and school leader perceptions of barriers to attendance for their students.

STeP is a tool that allows instructors to be evaluated by their students across a set of categories identified as critical for effective classroom instruction. Two optional open-ended questions are also included at the end allowing students to provide additional input that may not be fully captured in the body of the 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.