The Instruments

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.

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 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 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 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.

This assessment is designed to assess the mindsets of mathematics teachers at the middle and high school levels in teaching mathematics to African American students. The purpose of the survey is to provide an indication of (a) teachers‘ mindsets that may be productive or unproductive in supporting the mathematical learning of African American students; (b) teachers‘ awareness of and attribution for success and challenges in African American students‘ learning of mathematics; and (c) teachers‘ feelings of self-efficacy and/or support in enacting equitable instruction.

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 Attributions of Mathematical Excellence Scale (AMES) is designed to assess elementary teachers' beliefs about why students excel or struggle in mathematics. Its focus lies specifically on teachers' systems of racialized and gendered attribution beliefs. AMES consists of four subscales, each representing distinct lay psychological theories that aid individuals in making sense of the behavior of others. These subscales describe the following four attributions of mathematical excellence: genetic (AME-G), social (AME-S), personal (AME-P), and educational (AME-E). The genetic and social subscales characterize mathematical excellence as a fixed trait, while the personal and educational subscales characterize it as malleable.

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 purpose of the Authoritative School Climate Survey (ASCS) is to assess school climate and bullying in school settings and help guide school improvement efforts. The ASCS is derived from the School Climate Bullying Survey (SCBS) and contains many of the same items and scales. The survey was renamed because new research has sharpened its focus on authoritative school climate theory. Schools in Virginia have used the survey under the name Virginia Secondary School Climate 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 Behavior Rating Inventory of Executive Function (BRIEF) is a questionnaire used to assess children’s everyday behaviors related to executive functioning—skills like starting tasks, staying organized, managing emotions, and completing work. While it focuses on “executive function,” the BRIEF is best understood as a measure of behavioral regulation that reflects how well children apply these skills in real-life settings such as classrooms or at home.

The Belonging-Centered Instruction: Observation Protocol is an observational tool used to understand how teachers support students’ sense of belonging during math instruction. It was created to address gaps in existing belonging measures, which often rely on student surveys, focus on school-level belonging, or overlook the role of daily instruction. This protocol shifts the focus to what teachers do in the classroom—both in how they interact with students and how they design learning experiences.

The Berkeley Puppet Interview (BPI) uses puppets to conduct structured and clinical interviews that assess children's perceptions of themselves, their families, and their school environments. Subscore(s): There are six subscores: Academic competence, Achievement motivation, Social competence, Peer acceptance, Depression-anxiety, Aggression-hostility.

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 Caregiver Interaction Scale (CCIS), Revised Edition is an observation-based instrument created by Dr. Barbara Carl, Ph.D that assesses caregiver-child interaction. The 14 items are based upon the Developmentally Appropriate Practice position statements of the National Association for the Education of Young Children’s (NAEYC) and the National Health and Safety Performance Standards. The CCIS, which measures emotional, cognitive/physical, and social behaviors, is appropriate for children from birth to 5 years.

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.

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 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 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.

This body of surveys include forms for teacher/staff and parent/caregiver responses in addition to student responses. Each survey can include a number of scales which can be included or excluded according to the goals of the survey administrator. Some of these subscales include academic motivation, experiences in schools, substance use, and 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.

Culturally Ambitious Teaching Practices in Mathematics (CATP) measures practices that support the development of a culturally relevant classroom 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 2016 Delaware School Surveys (DSS) are comprised of five separate scales: Delaware School Climate Scale (DSCS); Delaware Bullying Victimization Scale (DBVS); Delaware Student Engagement Scale (DSES); Delaware Positive, Punitive, and Social Emotional Learning (SEL) Techniques Scale (DTS); and Delaware Social and Emotional Competencies Scale (DSECS) (new for 2016).

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 Delaware School Climate Survey-Student Version is a brief survey that measures student feelings about school climate across several subdomains (which include Social and Emotional Competencies, Classroom Management Techniques, Bullying, and Engagement). Parent/Guardian and teacher versions of the Delaware School Climate Survey are also available for implementation.

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 ISSAQ Intake Survey assesses the noncognitive skills of students transitioning into college (e.g., through college access programs, advising, first-year experience). The survey addresses twelve factors that represent the behavioral, motivational, emotional, and social domains of college success: organization, quality of focus, engagement, goal commitment, persistence, effort of focus, calmness, coping strategies, self-efficacy, help seeking, sense of belonging, and institutional commitment. These factors are used to articulate students' strengths and challenges, identify their likelihood of academic success and persistence, and connect them with support and resources. Subscore(s): Organization, Goal Directed Behavior, Coping Strategies, Self Efficacy, Help Seeking

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.

Diagnostic Mathematics Assessments for Middle School Teachers are written tests that measure mathematics knowledge in four content domains (Number/Computation, Geometry/Measurement, Probability/Statistics, Algebraic Ideas) and across four types of knowledge (Memorized Knowledge; Conceptual Understanding; Problem Solving/ Reasoning; and Pedagogical Content Knowledge). Researchers, professional development providers, and course instructors can administer the assessments as pre- and post-tests before and after workshops, institutes, or courses to determine growth in teachers' content knowledge. Multiple parallel versions of each assessment are available.

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.

Diagnostic Mathematics Assessments for Elementary School Teachers are written tests that measure mathematics knowledge in four content domains (Whole Number/Computation, Rational Number/Computation, Geometry/Measurement, Probability/Statistics/Algebra) and across four types of knowledge (Memorized Knowledge; Conceptual Understanding; Problem Solving/ Reasoning; and Pedagogical Content Knowledge). Researchers, professional development providers, and course instructors can administer the assessments as pre- and post-tests before and after workshops, institutes, or courses to determine growth in teachers' content knowledge. Multiple parallel versions of each assessment are available.

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.

Diagnostic Science Assessments for Middle School Teachers are written tests that measure mathematics knowledge in three content domains (Physical Science; Life Science; Earth/Space Science) and across four types of knowledge (Declarative Knowledge; Scientific Inquiry and Procedures; Schematic Knowledge; Pedagogical Content Knowledge). Researchers, professional development providers, and course instructors can administer the assessments as pre- and post-tests before and after workshops, institutes, or courses to determine growth in teachers' content knowledge. Multiple parallel versions of each assessment are available.

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.

California’s Early Assessment Program (EAP) consists of three parts: college readiness testing in 11th grade, academic preparation in 12th grade, and teacher professional development. EAP’s standardized math and English assessments measure high school juniors’ readiness for college-level work at California State University (CSU) campuses. Based on these assessments, EAP classifies students into four levels: 1) standard not met, 2) standard nearly met, 3) standard met, and 4) standard exceeded. Students taking EAP assessments receive information about their college readiness. If they are deemed unprepared for college, they can enroll in remedial courses in 12th grade and participate in the Early Start preparation program in the summer before enrolling in CSU or participating community colleges. The EAP assessments are administered as part of the California Assessment of Student Performance and Progress (CAASPP) tests in the spring semester of 11th grade.

Year developed: 2004.

These 6 items were used along with social skills and behavior items adapted from the Social Skills Rating Scale (SSRS) by Gresham and Elliot (1990) in the ECLS-K: 2010-2011.

Elevate Survey measures nine learning conditions that influence students' motivation and also their ability to engage and learn. Subscore(s): Affirming identities, classroom community, feedback for growth, meaningful work, student voice, teacher caring, learning goals, supportive teaching, well-organized class

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.