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Teacher Subjective Wellbeing Questionnaire
Topics: Teacher and Leader DevelopmentThe Teacher Subjective Wellbeing Questionnaire is an 8-item self-report rating scale measuring teachers' job-specific wellbeing. It comprises two subscales: (1) School Connectedness and (2) Teaching Efficacy. Subscale scores can be used as standalone wellbeing indicators or summed to create an…Science Teaching Efficacy Belief Instrument (STEBI)
Topics: Teacher and Leader DevelopmentThe 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…Assessing Teacher Learning About Science Teaching (ATLAST)
Topics: Teacher and Leader DevelopmentAssessing 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,…Making Sense of Science (Electric Circuits Assessment)
Topics: Teacher and Leader DevelopmentMaking 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…Diagnostic Teacher Assessment of Mathematics and Science (DTAMS): Middle Science Teacher Assessments
Topics: Teacher and Leader DevelopmentDiagnostic 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…Diagnostic Teacher Assessment in Mathematics and Science (DTAMS): Elementary Mathematics Teacher Assessments
Topics: Teacher and Leader DevelopmentDiagnostic 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…Diagnostic Teacher Assessment in Mathematics and Science (DTAMS): Middle Mathematics Teacher Assessments
Topics: Teacher and Leader DevelopmentDiagnostic 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…K-TEEM
Topics: Teacher and Leader DevelopmentK-TEEM is a web-based assessment designed to measure early elementary teachers' mathematical knowledge for teaching. 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…Mathematics Teaching Efficacy Beliefs Instrument (MTEBI)
Topics: Teacher and Leader DevelopmentThe 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…Mathematical Knowledge for Teaching
Topics: Teacher and Leader DevelopmentThe 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…Attributions of Mathematical Excellence Scale (AMES)
Topics: Teacher and Leader DevelopmentThe 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…Assessing School Settings: Interactions of Students and Teachers (ASSIST)
Topics: Teacher and Leader DevelopmentTags: Learning environments, BelongingThe Assessing School Settings: Interactions of Students and Teachers observational measure (ASSIST) is a classroom observation instrument that rates social processes occurring in the classroom. The instrument was initially developed to evaluate students' and teachers' behaviors using the Positive…Tool for Assessing Culturally Responsive Schooling in Indigenous-serving Schools
Topics: Teacher and Leader DevelopmentThe Tool for Assessing Culturally Responsive Schooling in Indigenous-serving Schools is designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally…Inquiry Science Instruction Observation Protocol (ISIOP)
Topics: Teacher and Leader DevelopmentThe Inquiry Science Instruction Observation Protocol (ISIOP) is a structured classroom observation measure for middle and high school science. The measure is used to identify the nature and extent of inquiry science instruction. Note: The overview provided for this instrument includes content that…Instructional Quality Assessment (IQA)
Topics: Teacher and Leader DevelopmentTags: Instructional practicesThe Instructional Quality Assessment (IQA) is a classroom observation instrument that rates the nature and quality of classroom instruction by considering students‘ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA uses the following elements to assess…Early Language and Literacy Classroom Observation Toolkit (ELLCO)
Topics: Teacher and Leader DevelopmentThe Early Language & Literacy Classroom Observation Toolkit (ELLCO) is a classroom observation measure that assesses the quality of the classroom environment and teacher practices across five key elements: classroom structure, curriculum, the language environment, books and book reading…Assessment of Practices in Early Elementary Classrooms (APEEC)
Topics: Teacher and Leader DevelopmentTags: Instructional practicesThe APEEC was developed to provide a useful tool for both practitioners and researchers who want to understand Elementary school practices (K‐3) in general education classrooms serving children with and without disabilities. The APEEC does not measure specific curriculum content or in‐depth teacher…Geometry Assessments for Secondary Teachers (GAST) Classroom Observation Tool
Topics: Teacher and Leader DevelopmentThe Geometry Assessments for Secondary Teachers (GAST) Classroom Observation Tool classifies the teaching moves and instructional tasks of teachers according to cognitive demand. It is designed for use specifically within math lessons focused on similarity, congruence, surface area, and volume. It…Recognizing Effective Special Education Teachers (RESET)
Topics: Teacher and Leader DevelopmentTags: Instructional practicesRESET is a special education teacher observation system that includes observation protocols aligned with evidence-based instructional practices for students with high-incidence disabilities. Subscore(s): Explicit instruction Note: The overview provided for this instrument includes content…Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART)
Topics: Teacher and Leader DevelopmentTags: Professional developmentThe 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…Culturally Ambitious Teaching Practices in Mathematics (CATP)
Topics: Teacher and Leader DevelopmentTags: Culturally responsive schooling, Instructional practices, Learning environments, Mathematics educationCulturally 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…Preschool Program Quality Assessment, 2nd edition (PQA)
Topics: Teacher and Leader DevelopmentThe current revision of the PQA includes two notable differences from earlier versions: 1) the number of content areas has increased from four to seven, and 2) the scoring system has been revised to adequately measure the full range of quality along each quality construct. As described by the…Technological Pedagogical Content Knowledge (TPACK)
Topics: Teacher and Leader DevelopmentTags: Instructional practicesThe 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…Assessment of Equity in Beliefs and Practices of Teaching Mathematics to African American Students
Topics: Teacher and Leader DevelopmentThis 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…Mathematical Quality of Instruction (MQI)
Topics: Teacher and Leader DevelopmentThe Mathematical Quality of Instruction (MQI) is a Common Core-aligned observational rubric that provides a framework for analyzing mathematics instruction. Observers rate instruction across five domains: common core-aligned student practices; working with students and mathematics; richness of…Scale of Teacher Empathy for African American Males (S-TEAAM)
Topics: Teacher and Leader DevelopmentThe Scale of Teacher Empathy for African American Males (S-TEAAM) measures teachers‘ conceptions of empathy and the application of empathy with Black males. Subscore(s): Empathy; Affirmation; Student-teacher relationships Note: The overview provided for this instrument includes content that may…Culturally Responsive Instruction Observation Protocol (CRIOP)
Topics: Teacher and Leader DevelopmentThe Culturally Responsive Instruction Observation Protocol (CRIOP) is a comprehensive framework and evaluation tool that operationalizes culturally responsive instruction. Indicators of culturally responsive instruction are rated on a scale of 0 (never) to 4 (consistently); and each indicator…Framework for Teaching (FfT)
Topics: Teacher and Leader DevelopmentFramework for Teaching is a classroom observation instrument that can be used for measuring and evaluating the instructional quality of all teachers (from pre-service to experienced) across K-12. The measure can be flexibly used by classroom teachers for professional learning, school leaders for…Early Childhood Ecology Scale
Topics: Teacher and Leader DevelopmentUsing the frameworks of cultural responsiveness and classroom management, the Early Childhood Ecology Scale (ECES) is developed to be an observation and reflective tool to examine teacher candidates' notions of classroom ecology. It includes five sub-domains to measure teacher's interaction with…Classroom Practices Inventory (CPI)
Topics: Teacher and Leader DevelopmentThe 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…