Learning / Teaching / School

Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV)

Used as a general test the intelligence, the Wechsler Adult Intelligence Scale –Fourth Edition (WAIS-IV) was developed to assess cognitive ability for adults.  This instruments aids in examining the relationship between intellectual functional and memory.  A common purpose for the WAIS is for educational planning and placement with older adolescents and adults. The test includes

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Watson-Glaser Critical Thinking Appraisal (WGCTA)

The Watson-Glaser Critical Thinking Appraisal (WGCTA) contains 80 reading passages presenting problems, statements, arguments, and interpretations, each requiring the application of analytic reasoning skills.  Its five exercises cover Drawing Inferences, Recognizing Assumptions, Argument Evaluation, Deductive Reasoning, and Logical Interpretation.  Developed in 1937, the WGCTA has undergone many modifications and developments, including internationalization. The Standard Version

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Vocational-Interest Inventory (VII)

Intended for the use high school upperclassmen and college students, the Vocational-Interest Inventory (VII) aids in career exploration and predicting college-majors. Participants must respond to two sections.  The first section including item pairs of occupational titles in which he or she will pick the one that interests them more.  The second section includes 56 items

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Environmental Literacy Instrument (ELI)

The Environmental Literacy Instrument is used to identify awareness of the environment along with issues associated with it. Also, the instrument tests what the candidates believe they know and what is actually true. The survey includes a 41 questionnaire with four focus points – Knowledge, beliefs, opinions, and Self-Perceptions. Authors Wilke, Hungerfor, Volk, and Bluhm (June 1995).

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Teaching Confidence Scale

Based on a list of 32 teaching skills developed from interviews of teachers in a teacher training program, the Teaching Confidence Scale asks takers to rate how confident they were in their ability to accomplish each skill using a 6-point likert design.  The authors stress that “In order to create a measure appropriate for your

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Teachers’ Sense of Efficacy Scale (TSES)

Three moderately correlated factors have been consistently found in the Teachers’ Sense of Efficacy Scale (TSES). These are teachers’ efficacy in: Student Engagement, Instructional Practices, and Classroom Management. The authors note that “With pre-service teachers we recommend that the full 24-item scale (or 12-item short form) be used, because the factor structure often is less

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Teacher Self-Efficacy Scale

The Teacher Self-Efficacy scale is a 10 item measure developed by Ralf Schwarzer, Gerdamarie Schmitz, and Gary Daytner in 1999. It identifies job skills and groups them into four major areas: (a) job accomplishment, (b) skill development on the job, (c) social interaction with students, parents, and colleagues, and (d) coping with job stress. The

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Teacher Locus of Control (TLC)

The Teacher Locus of Control (TLC) is a 28-item, forced-choice instrument. Teacher Locus of Control assesses a teacher’s beliefs about the reasons for student successes or failures by asking them to assign responsibility for the successes or failures presented in several example situations. Basically the TLC is deciphering to what degree the teachers feel like they

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Teacher Efficacy Scale (TES)

The purpose of the Teacher Efficacy Scale is to measure teachers’ attitude towards working with students. There are two versions of the scale – the long form (Gibson and Dembo, 1984) and the short form (Hoy, W.K. & Woolfolk, 1993). These are designed to take a sample from four broad areas that are said to

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Stanford Achievement Test-10 (SAT-10)

Used by the Department of Education, the Stanford Achievement Test (SAT-10 not the SAT college admittance test) permits educators to gauge students’ progress in education.  This instrument focuses on making sure students meet requirements by national or state standards.  The instrument was primarily developed to help identify and help children at risk of being left

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Self-Directed Learning Readiness Scale (SDLRS)

The Self-Directed Learning Readiness Scale, or SDLRS, is a method for evaluating an individual’s perception of their skills and attitudes that are associated with self-directedness in learning. The scale is structured around eight factors, attitudinal and personality, that are linked to self-directness. Other then learners’ perception of readiness for self-directed learning, this instrument is used

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Rey Auditory Verbal Learning Test (RAVLT)

The Rey Auditory Verbal Learning Test (RAVLT) evaluates a wide diversity of functions: short-term auditory-verbal memory, rate of learning, learning strategies, retroactive, and proactive interference, presence of confabulation of confusion in memory processes, retention of information, and differences between learning and retrieval. Participants are given a list of 15 unrelated words repeated over five different

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Qualitative Reading Inventory (QRI)

The Qualitative Reading Inventory allows for the assessment of students’ skills in reading ranging from elementary to high school. The test requires the students to partake in word identification, oral reading tests, presenting their thoughts on the passage, along with answering questions related to the passages. Areas such as identification, fluency, and comprehension are targeted.

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PSB Registered Nursing School Aptitude Examination (PSB-RNSAE)

The PSB Registered Nursing School Aptitude Examination (PSB-RNSAE) is a measure to assess the readiness or chance of success of an individual for the nursing educational program.  Four multiple-choice subtests are included in this instrument to measure skills essential for success, while the fifth one evaluates personality and life style traits. Participants are asked to

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PSB Aptitude for Practical Nursing Examination (PSB-APNE)

Designed for the nursing field, the PSB Aptitude for Practical Nursing Examination (PSB-APNE) aids in selecting nurses that have the highest chance at success in the program.  Due to the rapid increase in applicants, the PSB-APNE is always in demand. The revised edition of this instrument was issued in 1991. Participants are asked to respond

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Patterns of Adaptive Learning Scales (PALS)

The series of revised scales, Patterns of Adaptive Learning Scales, are used to investigate the relation between a learning environment and a student’s motivation, affect, and behavior.  The subscales are separated into a Student scale and a teacher scale. The student scale is specifically evaluates student outlook on goals set by teacher, goals set in

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Mentorship Effectiveness Scale

The Mentorship Effectiveness Scale was developed to provide a standardized tool for rating the mentorship experience and effectiveness of the mentor, focusing specifically on 12 behavioral aspects of the mentor. The format for the Mentorship Effectiveness Scale consists of a 12-item questionnaire and a 6-point Likert-style response for each. Authors Ron A Berk, Janet Berg,

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Listening Styles Profile (LSP-16)

The Listening Styles Profile (LSP-16) is a field-tested instrument that was developed to understand how people listen and what they prefer to listen to.  It is applicable in a variety of subject areas. The Listening Styles Profile has a self-scoring answer sheet along with an interpretation guide. The Listening Styles Profile describes the following four

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Learning Tactics Inventory (LTI)

The Learning Tactics Inventory (LTI) instrument measures an individual’s learning ability and their learning behavior. LSI is meant for improving an individuals learning ability through experience. This instrument is used specifically for career or management development, introducing the participant to learning management concepts and leadership skills. Participants are required to respond to 32 items using

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Learning Styles Inventory (LSI)

Revised in 2005, the Learning Styles Inventory (LSI) is a widely known instrument used for researching characteristics of different learning styles. The general categories of learning styles are Converger, Diverger, Assimilator, and Accomodator. The LSI takes approximately 30 minutes for self-administration and self-scoring. The format for the test is a 12-item questionnaire in which the

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Learning Styles Inventory (LSI) – Brown and Cooper

This self-report survey, Learning Styles Inventory by Brown and Cooper, measure methods of receiving and presenting information of intermediate and secondary students.  Three categories are used to represent these preferences – Cognitive Style, Social Style, and Expressiveness Style.  The LSI instrument has helped in the research of individualized teaching instruction geared towards specific student abilities,

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Kaufman Test of Educational Achievement (KTEA-II)

The Kaufman Test of Educational Achievement is educational tool for children, measuring such areas as math, reading, written language, and oral language.  KTEA cover all achievement standards for IDEA, Reading First, and NCTM.  The Second Edition is the current version of the test. Format for the KTEA-II includes a Comprehensive Form and the Brief Form. 

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Educational Interest Inventory (EII)

Specifically intended for post-secondary students, the Educational Interest Inventory (EII) identifies an individual’s preferences for college educational programs. The Self-report test includes 235-items that relate to 47 instructional programs, all based on the U.S. Department of Education’s Classification of Instructional Programs. Each item involves a pair of activities in which the individual will pick one

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Coping Resources Inventory (CRI)

  The Coping Resources Inventory (CRI) measures how people handle stress, conceived in five basic ways which correspond to the measure’s scales.  The five CRI scales are Cognitive (COG), Social (SOC), Emotional (EMO), Spiritual/Philosophical (S/P), and Physical (PHY). From the CRI Manual: One of the goals in developing the CRI was to provide a tool for

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Coopersmith Self-Esteem Inventory Adult Form (CSEI)

  The Coopersmith Self-Esteem Inventory (CSEI) measures attitudes toward self in the context of pre-post evaluation, individual diagnosis, or classroom screening. From the CSEI Manual: …self-image is the content of a person’s perceptions and opinions about [themselves]. The positive or negative attitudes and values by which a person views the self-image and the evaluations or judgments

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Classroom Environment Scale (CES)

The Classroom Environment Scale (CES) is intended to assess the environment of a high school or junior high school classroom. Focused on perceptions rather than intelligence, personality or interests, the instrument evaluates the effects of course content, teaching methods, teacher personality, class composition and characteristics of the overall classroom environment. It can also be used

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The Achievement Motivation Profile (AMP)

The Achievement Motivation Profile (AMP) evaluates achievement motivation and is intended for underachievement students. Specifically, academic performance and the personal factors affecting it are what is targeted by the AMP. This self-report measure includes 140 descriptive statements ultimately assessing achievement motivation. Suitable for high school and college students, the AMP needs 20 to 30 minutes

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