The Instruments

The Child Engagement Questionnaire (CEQ) measures the engagement of young children. Adults who know the child well complete the questionnaire. CEQ has 32 items on a four-point scale (1 not at all typical, 2 somewhat typical, 3 typical, 4 very typical). CEQ focuses on four domains: competence, persistence, undifferentiated behavior, and attention. 

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 Child-Parent Relationship Scale (CPRS) is an instrument developed at University of Virginia’s Curry School of Education and Human Development that assesses parents’ views of their relationship with their child. Created by Dr. Robert Pianta, Ph.D., the instrument consists of 30 items. There is also a short form with 15 items available.

Assesses problem behaviors (acting‐out, shy/anxious behavior, learning problems), and social competencies (frustration tolerance, peer social skills, assertive social skills, task orientation) in the school context.

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 Achievement Goals survey is a self-report measure of social skills and competencies. Subscore(s): Development, Demonstration-approach, Demonstration-avoidance

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 Children's Anger Management Scale (CAMS) is designed to understand how children manage anger. Subscore(s): Anger regulation coping, Anger inhibition, Dysregulated expression

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 CBQ uses caregiver reports to provide a detailed profile of young children's temperament. The CBQ was designed to be used for research purposes. Subscore(s): 15 subscores are reported: Positive anticipation, High-intensity pleasure, Smiling/Laughter, Activity level, Impulsivity, Shyness, Discomfort, Fear, Anger/Frustration, Sadness, Soothability, Inhibitory control, Approach, Attentional focusing, Low-intensity pleasure, Perceptual sensitivity

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 Children's Empathic Attitudes Questionnaire (CEAQ) is a self-report measure of empathic attitudes (modifiable knowledge structures that influence behavioural choice) towards peers, teachers, other children, animals, or other people.

The Children's Hope Scale (CHS) is a six-item self-report measure of children's perceptions that their goals can be met.

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 Children's Sadness Management Scale (CSMS) was developed to assess children's inhibition, dysregulated-expression, and coping with sadness experience and expression Subscore(s): There are three subscores: Dysregulated expression, Emotion regulation coping, Inhibition

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 22-item questionnaire is designed to assess children's perceptions of their ability to enact prosocial verbal persuasive skills in specific peer situations. 12 scale items describeconflict situations, and 10 items describenon-conflict situations. Students are asked to respond to each situation on a four-point Likert scale.

The Children's Self-Efficacy Scale (CSES) provides information about children's perceptions of the social and academic tasks that are difficult for them. Subscore(s): 1. Self-efficacy in enlisting social resources 2. Self-efficacy for academic achievement 3. Self-efficacy for self-regulated learning 4. Self-efficacy for leisure time skills and extracurricular activities 5. Self-regulartory efficacy 6. Self-efficacy to meet others' expectations 7. Social self-efficacy 8. Self-assertive efficacy 9. Self-efficacy for enlisting parental and community 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.

The Children's Worry Management Scale (CWMS) is designed to understand how children manage anxiety and worry. Subscore(s): 1. Inhibition 2. Dysregulation 3. Coping

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 Children's Empathic Attitudes Questionnaire (CEAQ) is a self-report measure of empathic attitudes (modifiable knowledge structures that influence behavioural choice) towards peers, teachers, other children, animals, or other 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.

This 22-item questionnaire is designed to assess children's perceptions of their ability to enact prosocial verbal persuasive skills in specific peer situations. 12 scale items describe conflict situations, and 10 items describe non-conflict situations. Students are asked to respond to each situation on a four-point Likert scale.

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 CIRCLE Classroom Observation Tool is primarily used as a coaching tool to support the development of high-quality instruction in early childhood classrooms. The tool is used to rate teachers' behavior and instruction during classroom observation visits spread over a full academic year.

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.

Cooperative Institutional Research Program (CIRP) developed the Freshman Survey for collecting data on incoming college freshmen. The CIRP Freshman Survey focuses on the following domains: established behaviors in high school, academic preparedness, admissions decisions, expectations of college, interactions with peers and faculty, student values and goals, student demographic characteristics, and concerns about financing college.

Year developed: 1966.

The Class Conduct Questionnaire (CCQ) uses self-report to measure social skills among high school-aged youth.

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 Classroom Assessment Scoring System ™ (CLASS ™) is an observational instrument developed to assess instructional quality in PK-12 classrooms. It is a tool for analyzing the quality of teacher-student interactions in the classroom by capturing multiple dimensions of teaching that are linked to student achievement and development. It produces qualitative ratings of teacher performance on a scale from 1-7 across three broad domains: emotional support, classroom organization, and instructional support. As described by the authors: The Classroom Assessment Scoring System (CLASS) is an observational instrument developed to assess classroom quality in preschool through third grade classrooms. The CLASS dimensions are based on observed interactions among teachers and students in classrooms. The dimensions were derived from a review of constructs assessed in classroom observation instruments used in childcare/Elementary school research, literature on effective teaching practices, focus groups, and extensive piloting. The Observational Record of Classroom Environments (ORCE, ECRN, NICHD, 1996) served as a foundation for the development of the CLASS. Subscore(s): Healthy Relationships, Effective Classroom Management, Instructional Support, Classroom Emotional Environment.

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.

Student-reported sense of class cohesion, belonging, trust, and feeling heard.

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 School Climate Assessment Instruments (SCAI), developed by the Alliance for the Study of School Climate (ASSC), are research-based tools designed to measure various dimensions of school climate. These instruments assess perceptions of students, staff, and parents to provide a comprehensive understanding of the school's social, emotional, and organizational environment. The SCAI evaluates multiple domains of school climate, including: Safety & Relationships – Student and staff perceptions of emotional and physical safety, relationships with peers and adults, and overall school connectedness. Teaching & Learning Environment – The quality of instruction, classroom management, and student engagement. Leadership & Institutional Support – Administrative effectiveness, decision-making processes, and the degree of staff and student voice in school operations. Equity & Inclusion – Fairness in discipline, cultural responsiveness, and inclusivity of all student groups. Physical Environment – The quality of facilities and how they contribute to the overall 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 Classroom Climate Scale was created to gauge elementary students' perceptions of school climate. It measures four key dimensions of school climate to help teachers improve school climate and classroom management. It builds on a previous school climate measure used in Chilean public schools by giving the survey robust psychometric qualities.

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.

COEMET is a classroom observation instrument that evaluates classroom culture and the use of specific math activities. It includes questions about how actively the teacher interacts with the children, how the teacher uses teachable math moments, how math is displayed in the physical environment of the room, how confident the teacher appears about math, etc. The specific math activities measured are not connected to a specific 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.

The Classroom Practices Inventory is a classroom observation measure for early childhood classrooms. It is designed to assess the developmental appropriateness of classroom and curricular practices, teachers actions, children's activities, and teacher-child interactions.

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 Clifton StrengthsFinder is a strengths-based measure of individual emotional, cognitive, and social skills and talents. Subscore(s): There are 34 distinct themes. Examples include "Achiever," "Command," "Empathy," and "Self-assurance." The technical report contains detailed information about the definition of each talent.

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 Clifton Youth Strengths Explorer (CYSE) is a strengths-based measure of individual emotional, cognitive, and social skills and talents.

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 Coding Readiness Assessment (CRA) is a 21-item assessment of computational thinking and coding readiness for 3-5 year olds. It assesses constructs like sequences, patterns, looping, debugging, modeling, modularity, and spatial reasoning. Because it doesn't rely on actual coding skills, but rather tasks that are analogous to coding activities, it is appropriate for young children. In addition, it does not rely on written language but rather consists of an adult asking questions about images that the child sees. This assessment expands on the TechCheck-PreK assessment (Relkin, 2022).

The Cognia™ Student Engagement Survey measures student engagement across elementary, middle, and high school levels by capturing students' perspectives on their learning experiences. It assesses engagement through three domains: behavioral (efforts and participation), cognitive (investment in learning), and emotional (feelings toward school). Each domain is categorized into three levels of engagement quality: committed, compliant, and disengaged, with specific sub-levels like invested, strategic, and retreatism. The survey provides valuable feedback on how much students enjoy school and their level of engagement, offering educators actionable insights to improve the learning environment.

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 College Academic Self-Efficacy Scales (CASES) measures college students’ self-reported academic self-efficacy. CASES asks respondents to rate their confidence in various college activities such as note-taking, asking questions, writing, and class attendance. CASES has 33 items using a 5-points Likert scale ranging from 0 “very little confidence” to 4 “quite a lot of confidence”.

Year developed: 1988.

The College and Work Readiness Assessment Plus (CWRA+) measures critical thinking and written communication skills. Subscore(s): Subscale scores are reported for subtests (performance task and selected-response questions) in six skill areas: Performance task, Analysis and problem solving, Writing effectiveness, Writing mechanics, Selected-response questions, Scientific and quantitative reasoning, Critical reading and evaluation, Critique an argument

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 College Mathematics Beliefs and Belonging Survey (CMBB) is a student survey designed to understand how undergraduate students experience mathematics in their early college years. It asks about students’ views of their own mathematical thinking, their beliefs about what mathematics is and how it should be learned, and their sense of belonging in college math courses. The survey was developed using data from first- and second-year students enrolled in several mathematics classes at a large public university.