Professional development

The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) is a survey that assess teachers’ beliefs that engaging in culturally responsive teaching practices will have positive classroom and student outcomes. The scale is based on Bandura's (1977) research on outcome expectancies (a person's estimate that a given behavior will lead to certain outcomes), and Siwatu's (2006) research on Culturally Responsive Teaching Competencies. Survey respondents rate from 0 to 100 the probability that a certain culturally responsive teaching behavior will lead to positive classroom and student outcomes. The scale has primarily been used to support the development of preservice teachers.

The Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) is a set of teacher knowledge assessments linked to the NRC National Science Education Standards. Assessments are broken down by grade level (K-4, 5-8, and 9-12) and by content area (physical science, earth science, space science, and life science). Assessments are multiple choice with each question asking for the scientifically correct answer (to measure subject matter knowledge) as well as the most popular incorrect answer given by students (to measure knowledge of student misconceptions). Student assessments with items linked to teacher assessments are also available.

The Teachers' Sense of Efficacy Scale (TSES) measures teachers' evaluations of how likely they are to be successful in teaching. TSES conceptualizes teaching as a complex activity and teacher efficacy as a multi-faceted construct representing at least three distinct factors: Efficacy for Classroom Management, Efficacy to promote Student Engagement, and Efficacy in using Instructional Strategies. It is designed for and has been used by researchers and school leaders to measure teacher self-efficacy at a particular point in time, as well as before and after participating in professional development programs. There is a short- and long-form version of the scale.

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

The Multicultural Staff Development Teacher Survey analyzes the teachers' perceptions of multicultural education's benefits to their students and who and what is necessary for the students to receive those perceived benefits; the teachers' interest and motivation for attending a multicultural education workshop given a particular format; and the self-perceived awareness of the basic elements surrounding multicultural education.

The Multicultural Efficacy Scale (MES) measures teachers' multicultural efficacy and the multicultural teacher education dimensions of intercultural experiences, minority group knowledge, attitudes about diversity, and knowledge of teaching skills in multicultural settings.

Assessing Teacher Learning About Science Teaching (ATLAST) measures teacher knowledge in a specific content area. Assessments exist in the following content areas: Flow of Matter and Energy in Living Systems; Force and Motion; and Plate Tectonics. All questions are set in instructional contexts, with some items requiring teachers to analyze student thinking or to choose among instructional responses to student thinking. The measure has been used as a pre- and post-test to assess the effects of professional development programs. There are also corresponding student written assessments.

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).

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.

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).

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 Mathematical Knowledge for Teaching (MKT) instrument measures the specialized knowledge of K-8 teachers of mathematics use in teaching. These measures include items that reflect the real mathematics tasks teachers face in classrooms, such as assessing student work, representing numbers and operations, and explaining common mathematical rules or procedures. Assessments composed of these problems can be used to measure the effectiveness of mathematics-focused professional development.

The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) is a domain-specific modification of the Science Teaching Efficacy Belief Instrument (STEBI). The MTEBI measures pre-service teachers’ beliefs regarding mathematical instruction, students' ability to learn mathematics and teachers’ sense of efficacy in teaching mathematics.

The Preservice Teacher Feedback Survey measures beliefs about classroom feedback practices and confidence in giving feedback to students. The measure is designed for use by preservice teachers to assess the extent to which their beliefs and confidence in giving feedback align with research on quality feedback. The measure has been used as a pre- and post-test to assess the effects of initial teacher education courses on assessment.

The Science Teaching Efficacy Belief Instrument (STEBI) can be used to measure science teachers’ self-efficacy and outcome expectancy across all levels of teaching. The STEBI-A is the version recommended for use with in-service teachers; the STEBI-B is the version recommended for use with pre-service teachers.

The Technological Pedagogical Content Knowledge (TPACK) instrument is a self-efficacy survey that seeks to monitor and assess teachers' development of TPACK and seven interrelated knowledge domains. The measure is primarily aimed towards pre-service secondary mathematics teachers and can be used to longitudinally study program effectiveness at TPACK development, and to conduct large-scale multi-institutional research studies (Zelkowski, et al., 2013).