The Instruments

The Video-Based Interview Protocol for Teacher PCK in Science (Alonzo & Kim, 2015) uses video-based interviews to understand what teachers know about teaching science (their Pedagogical Content Knowledge, or PCK) and how they use that knowledge in real classrooms. Teachers watch short clips of their own teaching or examples of student thinking, then talk through what they notice and how they would respond. This helps make visible the often “tacit” knowledge that guides their decisions in the moment.

The Inventory of Metacognitive Self-Regulation (IMSR) was developed to assess metacognitive awareness and self-regulatory competencies in the context of problem solving. Subscore(s): There are five subscores: Knowledge of cognition, Objectivity, Problem representation, Subtask monitoring, and 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.

The Inventory of School Climate-Student version (ISC-S) is designed to asses 10 dimensions of school climate related to student adjustment. These dimensions include Teacher support, Consistency and clarity of rules and expectations, Student commitment and achievement orientation, Negative peer interactions, Positive peer interactions, Disciplinary harshness, Student input in decision-making, Instructional innovation/relevance, Support for cultural pluralism, and Safety problems. All items in the ISC-S are completed on a five-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 Inventory of School Climate-Student version (ISC-S) is designed to asses 10 dimensions of school climate related to student adjustment.

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 ISM measures school motivation and was designed to enable cross-cultural comparisons in school motivation. Subscore(s): There are eight motivation scales: Task, Effort, Competition, Social power, Affiliation, Social concern, Praise, and Token. There are four sense-of-self scales: Sense of purpose, Self-reliance, Negative self-concept, and Positive self-concept. There are five general motivation scales: Valuing motivation, Global motivation, Mastery general, Performance general, and Social general.

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 IONIC (ICAP to Measure by Observation Next Generation Science Standards Science Practice Implementation in the Classroom) Observation is a lesson rating protocol to observe the eight scientific methods of the next generation science standards in K-12 science classrooms. This instrument contains 8 practices with 4 subpractices each, for a total of 32 subpractices being measured. 

The Iowa Assessments replaced the Iowa Tests of Basic Skills (ITBS) and Iowa Test of Educational Development (ITED) in 2011-2012 to align with the Iowa Common Core Standards. The assessment can be administered to students in grades K-12 and can be used for monitoring student growth, making relative comparisons, predicting future performance,and identifying students who may need intervention. The Iowa Assessments measure students' abilities in reading, language, mathematics, social studies, and science.

Iowa Assessments, Forms E and F from Iowa Testing Programs at the University of Iowa measure student achievement and growth as defined by the Iowa Core. The tests are sold outside of Iowa by Riverside Insights.

ISIP Math is a computer-adaptive test of foundational math skills designed for progress monitoring.

ISIP is a computer administered assessment of reading ability. ISIP Early Reading is inteded for use with children in grades K-3 and can be administered to an entire classroom in a 30 minute time frame. ISIP Advanced Reading is meant to be used with students grades 4-8 and can also be administered to an entire class in a 30 minute time frame.

The iSTEM Protocol is a classroom observation tool designed to assess the quality of integrated STEM instruction. It focuses on how science, technology, engineering, and mathematics are meaningfully connected during lessons, with particular attention to problem-solving, real-world relevance, student engagement, and opportunities for design and inquiry. The protocol helps educators and researchers evaluate whether instruction moves beyond teaching subjects separately and instead supports authentic, interdisciplinary STEM learning.

The Jackson Personality Inventory-Revised (JPI-R) was designed to assess personality traits to predict an individual‘s behavior in a variety of settings and environments, including work, education, teams, and interpersonal situations. The JPI-R contains 300 true/false items and can be used to assess normal adult personality in selection or counseling contexts, conduct research requiring comprehensive coverage of personality dimensions, assist with guidance and career counseling, and develop greater self-awareness and understanding of human behavior and motivation. The JPI-R measures five cluster scores (Analytical, Extroverted, Emotional, Opportunistic, Dependable) and fifteen subscale scores within the five clusters.   Subscore(s): Personality

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 Junior Metacognitive Awareness Inventory Version A (JrMAI-A) was developed to assess metacognition in children in grades 3-5. The JrMAI-A can be used to screen learners for metacognitive and cognitive strategy interventions.

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 Junior Metacognitive Awareness Inventory Version B (JrMAI-B) was developed to assess metacognition in children in grades 6-9. The JrMAI-B can be used to screen learners for metacognitive and cognitive strategy interventions.

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.

Core constructs include: culture practices inclusion, culture embraces individuals, structures, policies and leaership, and people and relationships. Core sections include: agency, expressing oneself, and leadership inclusion, supervisor questions, minority status, embracing diverse identities, bullying and harassment, retention and development, and professional development

K-TEEM is a web-based assessment designed to measure early elementary teachers' mathematical knowledge for teaching.

This instrument is a 50-item self-reported questionnaire. The items fall under the following 5 domains: Self/Everyday Creativity, Scholarly, Creativity, Performance Creativity (encompassing writing and music), Mechanical/Scientific Creativity, and Artistic Creativity. Participants rated themselves on a 5-point Likert scale, with 1 being much less creative and 5 being much more creative. Subscore(s): Creativity 

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 KTEA-3 is an individually adminstered battery sold by Pearson. Within the battery is an assessment developed to be aligned with the National Council of Teachers of Mathematics standards and also mapped to the Common Core State Standards.

The Keys to Interactive Parenting Scale (KIPS) is an observation-based instrument that assesses parent-child interaction during play. The instrument has been rated “A-Reliability and Validity Demonstrated” by California Evidence-Based Clearinghouse and recommended by Parents As Teachers, Healthy Families America, SafeCare, and WAVE Trust & Department for Education, United Kingdom. The observation portion of KIPS, which helps measure 12 key parenting behaviors, can be completed in 15 minutes, while scoring takes approximately 20 minutes.

The Kids Coping Scale (KCS) measures stress and coping in children Subscore(s): There are three subscores: Emotion-focused coping, Problem-focused coping, Seeking social 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 KIPP Character Strengths framework combines the knowledge of teachers and character researchers to outline a set of abilities and attitudes critical to leading an engaged, happy, and successful life. It is used by the Knowledge is Power Program (KIPP), a network of 224 college-preparatory, public charter schools. Pulling from a larger list of 24 widely-accepted character strengths, it focuses on seven that are closely tied to student success and well-being in college and beyond.

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.

LAWSEQ measures self esteem and is appropriate for use with primary school children.

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.

Transcend’s Leaps Student Voice Survey gathers evidence on the learner experience, fueling a future where education is equitable and liberating. The Leaps Student Voice Survey is a validated, easy-to-use tool designed to help communities understand the experiences of learners through the lens of the Leaps for 21st Century, Equitable 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 Learning and Study Strategies Inventory (3rd Edition) (LASSI) assesses awareness and use of learning and study strategies. It can be used diagnostically and prescriptively, for planning remediation enrichment, or as a pre-post measure for program evaluation. Subscore(s): There are 10 subscores: Anxiety, Attitude, Concentration, Information Processing, Motivation, Selecting Main Ideas, Self Testing, Test Strategies, Time Management, Using Academic Resources

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 Learning Behaviors Scale (LBS; McDermott et al., 1999) was developed as a standardized tool designed for efficient, unobtrusive observation of key learning behaviors that affect student learning. It is cost-effective and provides national norms, making it a practical choice for educators. The LBS has demonstrated strong psychometric properties, including internal consistency estimates ranging from .75 to .85 across its four subscales and substantial two-week test-retest stability with coefficients from .91 to .93. Additionally, interrater agreement is robust, with intraclass correlations ranging from .68 to .88 for the subscales and .91 for the total score. The four-factor structure of the LBS—Competence Motivation, Attitude Toward Learning, Attention/Persistence, and Strategy/Flexibility—has been consistently replicated in various studies, confirming its reliability and effectiveness in assessing learning behaviors. Subscore(s): Competence Motivation, Attitude Toward Learning, Attention/Persistence, Strategy/Flexibility

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 Leisure Time in Science (LeTiS) scale is an 8-item pictographic scale that measures attitude toward informal science. It assesses 5-6 year old perception using science-related pictures. This tool was developed as a way to measure science interest in children too young to be in formal science classes, and data from this tool can be used to design science curricula for young children. 

The Loneliness and Social Dissatisfaction Questionnaire was developed to measure the degree to which children feel satisfaction with their peer relationships.

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 MacArthur-Bates Communicative Development Inventory (CDI) is a parent-focused instrument measuring the communicative development of children aged 8-37 months. CDI allows professionals to screen and develop prognoses for language delays by tapping into parents‘ knowledge of their children‘s language skills, starting from early comprehension to early vocabulary and grammar expansion.

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.

Making Sense of Science (Electric Circuits Assessment) is a written test that measures teachers' pedagogical content knowledge regarding electric circuits. Test items are aligned to the National Science Education Standards Benchmarks, the Full Option Science System curriculum, and the Science and Technology Concepts curriculum. Items reflect the format and content of the Trends in International Mathematics and Science Study (TIMSS) and National Assessment of Education Progress (NAEP) assessments. The measure has been used as a pre- and post-test to assess the effects of professional development programs. There is also a student written assessment with 15 linked items.

The survey collects important information about relationships, engagement, the school environment, and safety. School leaders use results to learn about and improve the school community.

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.