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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 Knowledge; Conceptual Understanding; Problem Solving/ Reasoning; and Pedagogical Content Knowledge).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 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 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 Understanding; Problem Solving/ Reasoning; and Pedagogical Content Knowledge).Early Childhood Classroom Observation Measure (ECCOM)
Topics: Teacher and Leader DevelopmentThe Early Childhood Classroom Observation Measure (ECCOM) is a classroom observation instrument that rates the nature and quality of academic instruction and the overall learning environment. The instrument is based on social-constructivist learning theory, such that in high-scoring classrooms teachers are identified as actively guiding and supporting children's learning efforts and the development of their social skills.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 opportunities, and print and early writing support. The measure is primarily designed for administrators and teachers of preschool and early elementary classrooms to use for professional development and program improvement.Frequency of Mathematics Instructional Practices Survey
Topics: Teacher and Leader DevelopmentThe Frequency of Mathematics Instructional Practices Survey is a 14-item survey of self-reported instructional practices. The survey can be used by teachers, administrators, teacher educators, policymakers and researchers in order to assess the extent to which teachers' practices are social-constructivist or transmission-based.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 evaluation, researchers for measurement, and system leaders as a common language for organizing the profession.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 can be used by teacher educators and researchers to identify the quality of math instruction within this domain.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 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.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 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.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 of efficacy in teaching mathematics.Preservice Teacher Feedback Survey
Topics: Teacher and Leader DevelopmentTags: Professional developmentThe 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.Protocol for Language Arts Teaching Observation (PLATO)
Topics: Teacher and Leader DevelopmentThe Protocol for Language Arts Teaching Observations (PLATO) is a classroom observation protocol designed to evaluate thirteen elements of English Language Arts (ELA) instruction. It was originally developed for a study of the relationship between teachers' classroom practices and their impact on student achievement. It is currently being used as a professional development tool to support teachers' use of rigorous, research-based teaching practices. PLATO is designed to work across a variety of curricula and instructional approaches.Reformed Teaching Observation Protocol (RTOP)
Topics: Teacher and Leader DevelopmentTags: Instructional practicesThe Reformed Teaching Observation Protocol (RTOP) is an observational instrument that can be used to assess the degree to which mathematics or science instruction in grades K-12 is “reformed”. Trained observers rate teachers' instruction across three domains: Lesson Design and Implementation; Content; Classroom Culture. Possible scores range from 0 to 100 points, with higher scores reflecting a greater degree of use of reform-based instructional practices.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-service teachers.Science Discourse Instrument
Topics: Teacher and Leader DevelopmentThe Science Discourse Instrument (SDI) is an observation tool and rubric used to evaluate the quality of discussions in science classrooms. There are six categories for observation in the SDI, which are considered essential to strong discourse in science classrooms, three of the categories focus on teachers and three focus on students. The categories for teachers are: asking open ended questions; pressing for explanation; and linking discussions. The categories for students are: explanation of ideas; co-constructing ideas with peers; and critiquing the reasoning of others.Technological Pedagogical Content Knowledge (TPACK)
Topics: Teacher and Leader DevelopmentTags: Professional developmentThe 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).The Science Management Observation Protocol (SMOP)
Topics: Teacher and Leader DevelopmentThe Science Management Observation Protocol (SMOP) is used to conduct structured observations of science classroom practice. SMOP identifies specific teacher behaviors and classroom characteristics which influence an inquiry-based classroom. Teachers and administrators can use the protocol to support the development of quality inquiry-based practices.