The Technology Self-Assessment Tool (TSAT) has been designed for:teachers, to determine their own levels of technology proficiency and to identify personal technology professional development needs;schools/districts, to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology;and, the State, to gather and report data on technology competencies and technology professional development.The Massachusetts Department of Elementary and Secondary Education adapted the Technology Self-Assessment Tool

TerraNova, Third Edition utilizes multiple assessments to measures important higher-order thinking skills as well as basic and applied skills. These assessments generate norm-referenced achievement scores, criterion-referenced objective mastery scores, and performance-level information. The assessments include reading, language, mathematics, science, and social studies tests for grades 1-12. It is the only standardized achievement test to combine selected-response items with constructed-response items that ask students to produce their own responses. The TerraNova website provides access to

The Constructivist Learning Environment Survey (CLES) is a 42-item questionnaire which uses a 5-point Likert scale measuring students' experience of science or math instruction. Students are asked a variety of questions measuring Personal Relevance, Critical Voice, Shared Control, Uncertainy, Student Negotiation, Commitment, and Teacher Support. The Personal Relevance scale is concerned with the connectedness of school science to students' out-of-school experiences. The Student Negotiation scale focuses on whether teachers' pedagogical attention extends beyond the traditional social activity

This five question survey uses a 7-point Likert scale and was designed to measure concepts related to youths' feelings about school. Derived from the School Attitudes Assessment Survey (McCoach, 2002), the academic self-perception subscale measures the extent to which children have a positive self-perception about their academic abilities. It is based upon research findings that show that children who have a more positive self-perception exhibit greater academic achievement. The link and pdf provided share the Academic Self-Perception subscale only.

The Science Motivation Questionnaire II (SMQ-II) contains 25 items regarding students' motivation to learn science in college courses. Students respond on a 5-point rating scale of temporal frequency ranging from (0) never to (4) always. The SMQ-II contains five montivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Each component is measured with 5 separate items.Access to the instrument as well as instrument documentation can be found under the relevant website(s) heading. Separate questionnaires to measure students'

The Career Key test measures the strength of six Holland personality types. These types are based on Holland career choice theory, the one most widely used by professional counselors - and the subject of hundreds of scientific studies. The Career Key test can be taken using paper-pencil or online. Validity and reliability studies have been run on this instrument.CareerKey.org provides a link to purchasing the Career Key instrument (both paper-pencil and online versions) in multiple languages as well as various other resources produced by Career Key.

The Context Beliefs about Teaching Science Instrument is a 26-item 5-point Likert scale questionnaire. The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. This instrument has both content and

The Reformed Teaching Observation Protocol (RTOP) was developed as an observation instrument to provide a standardized means for detecting the degree to which K-20 classroom instruction in mathematics or science is reformed. RTOP consists of 25 items, each using a 5-point Likert scale. These 25 items are divided equally into 5 categories: Lesson Design and Implementation, Content: Propositional Pedagogic Knowledge, Content: Procedural Pedagogic Knowledge, Classroom Culture: Communicative Interactions, and Classroom Culture: Student/teacher Relationships.The link provides instrument

The OMLI Classroom Observation Protocol is a tool for documenting the quantity and quality of mathematical discourse that transpires during K-12 mathematics lessons observed as part of the OMLI project. The protocol includes a 7-step classroom observation procedure which includes a pre- and a post-observation interview.The linked and attached document includes the protocol, the notation system used for observation, a classroom observation discourse form, a classroom observation reference sheet, and a classroom observation summary form.

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is a modification of of STEBI-B. This instrument measures mathematics efficacy beliefs in preservice teachers. The MTEBI consists of 21 items on each of two scales: Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy. Link provided includes instrument, scoring instructions, and instrument documentation.Authors provide instrument validity and/or reliability information.