Higher education
Search and Filter
Displaying 1 - 30 of 31
College Readiness Assessment
The College Readiness Assessment (CRA) is a learning progression-based measure of the trajectory of students’ abilities to connect representations of mathematical functions in grades 6-12. As a formative assessment building on cognitive research in mathematics learning, the CRA aims to help students transition smoothly from middle school to college-level math coursework.View InstrumentCollege Survival and Success Scale
The College Survival and Success Scale (CSSC) measures noncognitive college readiness. First designed in 2006 and in the 2nd edition since 2011, the subscales that CSSC assesses include: Commitment to education. Self- and resource-management skills. Interpersonal and social skills. Academic success skills. Career planning skills. Items are Likert-type, with response options ranging from “a lot like me” to “not like me.” Year developed: 2006 (2nd edition since 2011).View InstrumentReadiness and Expectations Questionnaire (REQ)
The Readiness and Expectations Questionnaire (REQ) is a researcher-designed instrument for measuring first-year postsecondary students’ expectations and preparedness for studying in college (Jansen et al., 2013; Jansen & van der Meer, 2007). In the domain of student expectations, the REQ focuses on the expectations to be inducted by teachers, be involved in research or be told about research activities, that university will be similar to high school, and that they need time-management skills.View InstrumentCollege Readiness for Global Campus Survey
The College Readiness for Global Campus Survey was developed by Lee et al. (2019) to explore the college readiness of US and international undergraduate students. College readiness measures of the College Readiness for Global Campus Survey focus on two domains: academic readiness and sociocultural readiness. The academic readiness domain includes academic competencies such as critical thinking, problem-solving, computing skills, note-taking, presentation and test-taking skills, reading, writing, and mastery in subject areas.View InstrumentCIRP Freshman Survey (TFS)
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.View InstrumentCollege Readiness Scale (CRS)
The College Readiness Scale (CRS) was designed to measure college readiness for teenagers with ADHD. It is a self-report measure focusing on behaviors related to college readiness (Maitland & Quinn, 2011). The 43-item scale has three subscales:View InstrumentOnline Learning Readiness Scale (OLRS)
Developed by Hung et al. (2010) and validated on a sample of Taiwanese college students, the Online Learning Readiness Scale (OLRS) explores five dimensions of readiness to study online: self-directed learning, learner control, motivation for learning, computer/Internet self-efficacy, and online communication self-efficacy. Year developed: 2010.View InstrumentPostsecondary education-going access aspirations (PEG-AA) scale
The postsecondary education-going access aspirations (PEG-AA) scale proposed by Martinez et al. (2017) focuses on students’ ability to sustain hopes and dreams for the future despite real or perceived barriers. PEG-AA has 14 Likert-type questions (from 1 “not important” to 3 “very important”) on college aspirations, resilience, and expectations. In a sample of 163 students, PEG-AA’s alpha reliability coefficient was .69 (Martinez et al., 2017).View InstrumentPostsecondary education-going knowledge (PEG-K) scale
The postsecondary education-going knowledge (PEG-K) scale developed by Martinez et al. (2017) focuses on the knowledge of various requirements for applying and enrolling in college. PEG-K has 46 true-false questions on three domains: access, preparedness/readiness, and affordability. In a sample of 163 students, PEG-K’s alpha reliability coefficient was .93 (Martinez et al., 2017).View InstrumentStudent Athlete Pre-Screening Questionnaire (SA-PSQ)
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.View InstrumentCareer and College Readiness Self-Efficacy Inventory (CCRSI)
Initially intended to assess the impact of a career planning program at a gifted and talented baccalaureate magnet high school in a Southeastern city, the College and Career Readiness Self-Efficacy Inventory (CCRSI) is a tool that measures an individual's belief in their ability to enter a career pathway and be successful in higher education settings.View InstrumentCollege Academic Self-Efficacy Scale (CASES)
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.View InstrumentPerceptions, Expectations, Emotions, and Knowledge about College (PEEK)
Perceptions, Expectations, Emotions, and Knowledge about College (PEEK) is a diagnostic instrument focused on student ideas, attitudes, beliefs, and expectations of college. PEEK’s 30 items use a 5-point rating scale (from “not at all likely” to “extremely likely”) to assess students’ academic, personal, and social expectations. Such measurement could potentially assist students in forming more precise perceptions of their college surroundings and potentially prevent disengagement and dropout from college. Year developed: 1995.View InstrumentEarly Assessment Program (EAP) English and Math Assessments
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.View InstrumentThinkReady
ThinkReady is an instrument measuring the development of cognitive competencies that students need for college success. Previously known as College-Readiness Performance Assessment System (C-PAS), ThinkReady focuses on David Conley’s Key Cognitive Strategies for college and career readiness: problem formulation, research, interpretation, communication, and precision/accuracy. These cognitive strategies are measured via a series of performance tasks. Year developed: 2009 as College-Readiness Performance Assessment System (C-PAS).View InstrumentCampusReady
CampusReady is an instrument that examines schools’ strengths and weaknesses in preparing students for college. Originally known as the CollegeCareerReady School Diagnostic when it was first introduced in 2009, CampusReady utilizes David Conley’s Four Keys to College and Career Readiness, which comprise cognitive strategies, content knowledge, academic behaviors, and contextual skills and awareness. CampusReady target respondents are students in grades 6-12, teachers, counselors, and administrators.View InstrumentLearning and Study Strategies Inventory (LASSI) 3rd edition
The Learning and Study Strategies Inventory (LASSI) measures college students’ learning and study strategies. It can be used for screening to identify students at risk of poor academic achievement and for diagnostics to examine strengths and weaknesses and provide focused remediation.View InstrumentTexas Success Initiative Assessment 2.0 (TSIA2)
The Texas Success Initiative Assessment 2.0 (TSIA2) was introduced in 2021, replacing the previous version utilized since 2013. As per the Texas State Legislature mandate, all students entering Texas public higher education institutions must undergo TSIA2 or qualify for one of its exemptions. The TSIA2 evaluates students' readiness for college-level coursework by testing them in English Language Arts and Reading (ELAR) and Mathematics.View InstrumentSchool Belongingness Scale (SBS)
The School Belongingness Scale (SBS) is a 10-item measure of students' sense of belonging in the school as a whole as well as their relationships with teachers and peers. The measure includes items related to "Social Exclusion" and "Social Acceptance."View InstrumentStudent Engagement Instrument (SEI)
The Student Engagement Instrument (SEI) is a 35-item (secondary) or 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.View InstrumentThe Social Connectedness Scale
The Social Connectedness Scale includes 8 items and measures students' sense of connectedness, affiliation, and companionship to provide a broad picture of belongingness. The authors have an accompanying Social Assurance scale (which measures students' sense of companionship and affiliation) often administered in tandem with the Social Connectedness Scale.View InstrumentThe School Success Profile (SSP)
The SSP, available in both English and Spanish, is an online survey questionnaire with 195 multiple-choice items. These items address students’ beliefs about their social environment—neighborhoods, schools, friends, and families—and about their own physical and psychological health and school performance (individual adaptation). The survey is divided into six modules: About You (6 items), Neighborhood (26 items), School (54 items), Friends (25 items), Family (45 items), and Health and Well-Being (39 items).View InstrumentNational Longitudinal Study of Adolescent to Adult Health (Add Health)
Tags: Higher educationThe National Longitudinal Study of Adolescent to Adult Health (Add Health) is a school-based longitudinal study of a nationally representative sample of adolescents in grades 7-12 in the United States in 1994-95 that includes several items related to students' sense of belonging (e.g., “I feel like I am part of this school” and “I feel close to people at this school”).View InstrumentSense of Social and Academic Fit
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.View InstrumentIdentification with School Questionnaire (ISQ)
The Identification with School Questionnaire includes 16 Likert-scale items assessing students' identification with or disidentification from school.View InstrumentPsychological Sense of School Membership Scale (PSSM)
Tags: Higher educationThe Psychological Sense of School Membership includes 18-items that measure adolescent students' perceived belonging or psychological membership in the school environment.View InstrumentBelonging Uncertainty Scale
The Belonging Uncertainty Scale is an assessment of an individual's worry that they do not fit into a certain group or setting. The 3 question items that constitute this scale are scored on a seven-point Likert scale.View InstrumentCoping Flexibility Scale
The Coping Flexibility Scale is a 10-item assessment containing two subscales that measure evaluation coping and adapative coping. Each subscale contains 5 items that are rated on a 4-point Likert scale.View InstrumentClassroom Assessment Scoring System (CLASS)
Tags: Higher educationThe 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.View InstrumentCIRCLE Classroom Observation Tool
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.View Instrument