The Teacher Belief Inventory (TBI) is an instrument for measuring the degree to which pre-service teachers manifest a theoretical or practical orientation toward educational problems. The TBI consists is 25 pairs of statements which cover 6 areas of educational practice: planning, instruction, classroom management, progress monitoring, clinical assistance, and caring for students. One statement in each pair represents a theoretical approach to problem solving, while the other statement represents a practical approach. The link and attached provide the TBI and its documentation.

The Scientific Attitudes Inventory II (SAI II) assesses students' interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists. The 40-item SAI II includes position statements of attitudes assessed and attitude statements that were originally included in the original SAI, with changes made only to improve readability and to eliminate gender-biased language. All items use a 5-point Likert scale. The linked article provides instrument documentation for the SAI II. Authors provide instrument validity and/or reliability information.

The Torrance Tests of Creative Thinking (TTCT) are the most widely used tests of their kind since testing only requires the examinee to reflect upon their life experiences. These tests invite examinees to draw and give a title to their drawings (pictures) or to write questions, reasons, consequences and different uses for objects (words). These instruments have been used for identification of the creatively gifted and as a part of gifted matrices in states and districts in the USA, especially in multicultural settings, and for special populations around the world. Published in two equivalent

The Motivated Strategies for Learning Questionnaire (MSLQ) was developed to measure the types of learning strategies and academic motivation used by college students. This is a 44-item instrument that uses a 7-point Likert scale. The MSLQ is both linked and attached, and its documentation is linked. Authors provide instrument validity and/or reliability information. Suggested citation: Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33–40. https://doi.org/10.1037/0022

The Teacher Academic Support Scale measures a student's perceived support from teachers.The 4-item Teacher Academic Support Scale (Cronbach's et = .84) asks about perceived support for learning, such as 'My teachers like to help me learn.' This construct was measured by the Teacher Social Support and Academic Support subscales of the Classroom Life Measure (Johnson et al., 1985). Items for the teacher subscales correspond closely to the peer support items. The four-item Teacher Social Support subscale (Cronbach's ot = .81) assesses perceived social support and concern from teachers. A teacher

The Inventory of Teaching and Learning Survey (ITAL) was created to measure intent to persist, confidence in learning, attitudes towards success, perceived usefulness of knowledge and motivation to succeed in a STEM domain. This instrument was developed to reflect core observation and assessment concepts reflect in the Reform Teaching Observation Protocol (RTOP) (Sawada, Pibum, Turly, Falconer, Benford, & Judson). derived from the Fennema-Sherman mathematics attitudes scales (Fennema, 1976), modified to reflect biotechnology rather than mathematics.The survey consists of a series of 52

The Multidimensional Scale of Perceived Social Support (MSPSS) is a self-report measure of subjectively assessed social support. This 12-item instrument uses a 5-point Likert scale. It also has 3 subscales: significant other, family, and friends. The linked article includes the MSPSS itself as well as its documentation, including its development, validity tests, and reliability tests. Authors provide instrument validity and/or reliability information.

The Student Academic Support Scale (SASS) is a method of assessing the frequency, importance, and mode of communicating academic support among college students. The SASS is a 15-item scale that uses a 5-point Likert scale for each item. The link provided includes the SASS as well as its documentation. Authors provide instrument validity and/or reliability information.

The Student Leadership Practices Inventory (Student LPI) offers students a 360º method for accurately assessing their leadership behavior based on the 'Five Practices of Exemplary Leadership.' The self-assessment consists of 30 items, each measuring frequency of specific leadership behaviors on a 5-point Likert scale. This self-assessment can be completed either online or in print. The observer assessment is also a 30-item battery which collects valuable 360º feedback from teachers, coaches, student advisors, teammates, fellow club members, coworkers, or others who have direct experience in

The Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants' subjective experience related to a target activity in laboratory experiments. It has been used in several experiments related to intrinsic motivation and self-regulation (e.g., Ryan, 1982; Ryan, Mims & Koestner, 1983; Plant & Ryan, 1985; Ryan, Connell, & Plant, 1990; Ryan, Koestner & Deci, 1991; Deci, Eghrari, Patrick, & Leone, 1994). The instrument assesses participants' interest/enjoyment, perceived competence, effort, value/usefulness, felt pressure and tension, and perceived