Members of the UVA Social Development Lab have developed several measures that are available to others for use in the field. There is no cost for using these measures; we do ask, of course, that you cite these measures properly.

The Student Engagement in Mathematics Scale assesses students’ cognitive, social, and emotional engagement in a specific math class. This 13-item student-report measure, developed by Rimm-Kaufman, Baroody, Larsen, Curby, and Abry, was developed based upon measures created by Meece (2009); Kong, Wong, and Lam (2003); Rowley, Kurtz-Costes, Meyer, and Kizzie (2009); and Skinner and Belmont (1993). Additionally, the social engagement items were adopted in their existing form from the student-report measure of social engagement developed and used by Patrick et al. (2007), with the only modification involving the addition of the phrase “in math class”. Read More »

The Survey of Early School Adjustment Difficulty assesses students’ difficulty with the adjustment to school. This measure is especially practical to measure children’s difficulty with the transition to kindergarten or transition to first grade during the first three weeks of school. This teacher-report measure, developed by Rimm-Kaufman, Nathanson and Brock, was based on the Transition Practices Survey developed by the National Center for Early Development and Learning (Rimm-Kaufman, Pianta, & Cox, 2000). The questionnaire includes 11 common problems associated with transition difficulty. For example, questions include, “This child lacks academic skills,” or “This child has shown difficulty working as part of a group.” Teachers respond to these statements using a 1 to 5 scale. Read More »

The Teacher Belief Q-Sort (TBQ) measures three aspects of teachers’ beliefs and priorities: Discipline and Behavior Management, Teaching Practices, and Beliefs about Students. The TBQ method offers the opportunity to describe characteristics of teachers as well as compare a group of teachers’ beliefs and priorities to an “ideal” teacher. The TBQ is particularly effective at assessing teachers’ priorities and beliefs as they change during the process of implementation of a new intervention. Read More »

The measure can be administered using a paper or a web-based interface. If you would like a copy of the TBQ, please contact [email protected].  We, at the UVA Social Development Lab ([email protected]), no longer administrate an online version of TBQ.  However, we welcome you to use other web-based survey tools to administer the TBQ.

You are also welcome to adapt items and anchors in the TBQ. Of course, we ask that you cite the source appropriately (Rimm-Kaufman, Storm, Sawyer, Pianta & LaParo, 2006).

The Observed Child Engagement Scale (OCES) is an observationally-based rating scale designed to assess children’s behavioral engagement in learning in primary grade classroom environments. The behavioral codes were adapted from the NICHD-ECCRN Classroom Observation Scale (NICHD, 2005) based on extensive pilot observations in kindergarten and first grade classrooms. These scales include five dimensions including compliance, engagement, self-reliance, attention, and disruptive behavior (reverse scaled). Read More »

The Classroom Practices Observation Measure (CPOM) is an assessment of teachers’ use of classroom practices consistent with the Responsive Classroom® (RC) approach (www.responsiveclassroom.org). Developed for the purpose of studying the RC approach in the context of a randomized controlled trial, the CPOM items and protocol are written without the
use of RC terminology so that the assessment can be administered in classrooms regardless of teachers’ RC training history, and by observers regardless of their RC training history. Read More »

The Classroom Practices Teacher Survey (CPTS) is a survey of teachers’ use of classroom practices consistent with the Responsive Classroom® (RC) approach (www.responsiveclassroom.org). Developed for the purpose of studying the RC approach in the context of a randomized controlled trial, the CPTS items are written without the use of RC terminology so that the survey can be administered to teachers regardless of their RC training history. Read More »

The Classroom Practices Frequency Scale (CPFS) is a survey of the frequency of teachers’ use of classroom practices consistent with the Responsive Classroom® (RC) approach (www.responsiveclassroom.org). This measure packages nicely with the CPOM and CPTS measures described above. Developed for the purpose of studying the RC approach in the context of a randomized controlled trial, the CPFS items are written without the use of RC terminology so that the survey can be administered to teachers regardless of their RC training history. Read More »

The Mathematics Scan (M-Scan) is an observationally based rating scale designed to assess the quality of standards‐based mathematics teaching practices. The domains of quality were primarily conceptualized based on implementation category from the National Council of Teachers of Mathematics’ (NCTM) Standards for Teaching and Learning Mathematics (2007). Read More »