Teacher Assessment Instruments
Assessment Information.
Assessment Information.
| Name | Subject | Program | Description | References | |
| Framework for Teaching | |||||
| General Ed | K-12 | Teacher evaluation instrument that establishes the expectation for teaching behavior in four domains (planning & preparation, classroom management, instruction, and professional responsibilities) through a continuum of performance | Kimball, S.M., White, B., and Milanowski, A.T., (2004). Examining the Relationship Between Teacher Evaluation and Student Assessment Results in Washoe County. Peabody Journal of Education, 79(4), 54-78. Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Association for Supervision and Curriculum Development (ASCD), Alexandria, VA. | ||
| Classroom Assessment Scoring System (CLASS) | |||||
| General Ed | K-12 | Observational tool that provides a common lens and language focused on classroom interactions that boost student learning. | La Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the pre-kindergarten year. The Elementary School Journal, 104(5), 409-426. Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R. M., Early, D. M., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Prediction of observed classroom quality and teacher-child interactions. Applied Developmental Science, 9(3), 144-159. | ||
| Reformed Teaching Observation Protocol (RTOP) | |||||
| Science Math |
K-12 | Observation instrument that measures student learning in math/science | Sawada, D., Turley, J., Falconer, K., Benford, R., and Bloom I., (2002). Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol, School Science & Mathematics, 102 (6), p245 | ||
| Oregon Mathematics Leadership Institute (OMLI) Classroom Observation Protocol | |||||
| Math | K-12 | Observation that documents the quantity and quality of mathematical discourse focusing on student thinking and how ideas/procedures are presented to students | Weaver, D. & Dick, T. (2009). Oregon Mathematics Leadership Institute Project: Evaluation Results on Teacher Content Knowledge, Implementation Fidelity, and Student Achievement. The Journal of Mathematics and Science: Collaborative Explorations. Vol 11, 57-84. | ||
| Horizon Research Classroom Observation Instrument | |||||
| Science Math |
K-12 | Observation instrument that assesses the quality of the design and implementation of math and science lessons | Weiss, I.R., Pasley, J.D., Smith, P.S., Banilower, E.R., and Heck, D.J. (2003). Study of K-12 Mathematics and Science Education in the United States. Horizon Research, Inc. | ||
| William & Mary Classroom Observation Scales Revised | |||||
| General Ed | K-12 | The COS-R total instrument has evolved into a scale composed of 25 expected teaching behaviors subsumed under six subscales in the areas of curriculum planning and delivery, accommodation for individual differences, problem solving strategies, critical thinking strategies, creative thinking strategies, and research strategies | VanTasselBaska, J., Avery, L., Struck, J., Feng, A., Bracken, B., Drummond, D., & Stambaugh, T. (2003). The William and Mary Classroom Observation Scale–Revised. Williamsburg, VA: The College of William and Mary. | ||
| Differentiated Classroom Observation Scale (DCOS) | |||||
| General Ed | K-12 | Useful in the field of evaluating teachers' practices in providing differentiated instruction and capturing the general classroom environment for both the identified and nonidentified populations. | Cassady, J. C., Speirs Neumeister, K. L., Adams, C. M., Cross, T. L., Dixon, F. A., & Pierce, R. L. (2004) The Differentiated Classroom Observation Scale. Roeper Review, 26(3), 139-147. | ||
| Expert Science Teaching Educational Evaluation Model (ESTEEM) (No weblink. Contact Carol Fletcher for more information |
|||||
| Science | K-12 | Composed of six instruments (Science Classroom Observation Rubric, Student Outcome Assessment Rubric, Teaching Practices Inventory, Assessment of Classroom Learning in Science Inventory, Concept Mapping Rubric, and the Science Experience Inventory for students) that measures science teaching from multiple aspects of teaching practices and student outcomes with a constructivist framework | Burry-Stock, J.A. and Oxford, R.L. (1994) Expert Science Teaching Educational Evaluation Model (ESTEEM): Measuring Excellence in Science Teaching for Professional Development. Journal of Personnel Evaluation in Education, 8, 267-297. | ||
| Project PROMISE | |||||
| Science | K-12 | Classroom observational instrument model for teaching and learing in primary grades (K-3) to enhance instructional flexibility, develop science curriculum, and improve the identification of students from economically disadvantaged backgrounds | Reference Information Online | ||
| UTeach Observation Protocol -- Manual (PDF) / Observation Form (PDF) | |||||
| Science Math |
K-12 | Observation instrument that is used to assess the overall quality of classroom instruction designed to allow individuals to evaluate teaching effectivness without bias towards any particular mode of instruction. | |||
| Name | Subject | Program | Description | References | |
| University of Louisville Center for Research in Math & Science Teacher Development | |||||
| Phys. Sci. Life Sci. Earth Sci. Space Sci. |
6th-9th | Teacher assessments that measure science and math content knowledge. Because the tests show teachers' content knowledge breadth and depth, they can be used to determine changes in teachers' knowledge over time. | Reference Information Online | ||
| Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) | |||||
| Astronomy Space Sci. Earth Sci. Phys. Sci. Chemistry Physics |
K-12 | For physical and earth science teachers and their students based on the National Science Education Standards that helps to determine science misconceptions held by students with respect to different topics | Sadler, P., Coyle, H., and Cook-Smith, N (2007). Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART), Cambridge, MA: Harvard College. | ||
| Math and Science Partnership: Knowledge Management and Dissemination Project (KMD) | |||||
| Physics Chemistry Earth Sci. Space Sci. Engineering Technology Environmental |
Prof Dev | Science content knowledge assessment for teachers in evaluating the impact of professional development programs intended to deepen teacher content knowledge | Reference Information Online | ||
| Assessing Teacher Learning about Science Teaching (ATLAST) | |||||
| Force and motion Processes that shape the Earth Flow of matter and energy in living systems |
Secondary Prof Dev |
Teacher assessment that measures science content knowledge and the teacher's ability to use science content knowledge to analyze student thinking, and to make instructional decisions (For force & motion, plate tectonics, and the flow of matter and energy in living systems) | Smith, P.S. (2005). Assessing Teacher Learning about Science Teaching (ATLAST). Horizon Research, Chapel Hill, NC (HER-0335328). Report of Project Activities and Findings. Year Two. | ||
| Views of Nature of Science Questionnaire (VNOS) | |||||
| Nature of Science | 8th-12th | Assessment that investigates students views of the nature of science, including the empirical nature of science, evidence needed to support claims, and the way in which scientists prior knowledge, theories and beliefs impact science development. | Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learner’s conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. | ||
| Uncovering Student Ideas in Science | |||||
| Phys. Sci. Life Sci. Earth Sci. Space Sci. |
K-12 | This book offers a collection of activities that can be used for formative assessment purposes in the science classroom. This is, they can be used to uncover students' scientific ideas. | Keeley, P. (2005). Uncovering Student Ideas in Science Vol 1: 25 Formative Assessment Probes. Arlington, Va.: NSTA Press. | ||
| University of Louisville Center for Research in Math & Science Teacher Development | |||||
| Number- Computation Geometry Measurement Probability Statistics Algebraic Ideas |
K-9 | Teacher assessments that measure science and math content knowledge. Because the tests show teachers' content knowledge breadth and depth, they can be used to determine changes in teachers' knowledge over time. | Reference Information Online | ||
| Math and Science Partnership: Knowledge Management and Dissemination Project (KMD) | |||||
| Algebra Data Analysis Geometry Number and Operations Mathematical Processes |
Prof Dev | Science content knowledge assessment for teachers in evaluating the impact of professional development programs intended to deepen teacher content knowledge | Reference Information Online | ||
| Mathematics Assessment Resource Service (MARS) | |||||
| Number and operations Algebra Geometry Measurement |
Prof Dev 2nd-8th |
Mathematics tasks designed for professional development or instructional purposes only. These tasks cover a range of topics from second to eighth grade. | Reference Information Online | ||
| Survey of preservice teachers' knowledge of teaching and technology | |||||
| Techonology Mathematics Soc. Studies Science Literacy |
Pre-service teachers PK-6th |
Instrument designed to examine how preservice teachers develop and apply technological pedagogical content knowledge. | Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Kowhler, M. J., & Shin, T. S. (2009). Technological Pedagogical Content Knowledge (TAPCK): The Development and Validation of an Assessment Instrument for Preservice Teachers, 42(2), pp. 123-149. | ||
| Name | Subject | Program | Description | References | |
| Views About Science Survey (VASS) | |||||
| Physics Chemistry Biology Geology General Science |
8th-12th | Assesment that identifies whether students develop meaningful or rote learning of course materials. | Halloun, Ibrahim. (2001). Student Views about Science: A Comparative Survey. Beirut: Phoenix Series / Educational Research Center, Lebanese University. | ||
| Epistemological Beliefs Assessment for Physical Science (EBAPS) | |||||
| Science | 8th-12th | Assessment that identifies the views of science held by students. The questionnaire is also aimed to identify students' expectations and study habits. | Elby, Andrew. "Helping physics students learn about learning." American Journal of Physics (Physics Education Research Supplement) 69 (2001): S54-64. | ||
| Scientific Attitude Inventory: A Revision (SAI II) | |||||
| Science | 6th-12th | Assessment that reflects students' engagement, attittudes and competence in science. | Moore, R.W. & Hill Foy, R.L. (1997). The scientific attitude inventory: A revision (SAI II). Journal of Research in Science Teaching, 34(4), 327-336. | ||
| Test of Science Related Attitudes (TOSRA) | |||||
| Science | 7th-10th | Assessment that reflects students' engagement, attittudes and competence in science. | Fraser, B.L. (1978). Development of a test of science-related attitudes. Science Education, 62, 509-515. | ||
| Wareing Attitudes toward Science Protocol (WASP) | |||||
| Science | 9th-10th | Measures the relationships among attitudes of students towards science. | Wareing C. (1990) A survey of antecedents of attitudes toward science. Journal of Research in Science Teaching, Vol. 27, No. 4, 371-86. Wareing, C. (1982) Developing the WASP: Wareing Attitude toward Science Protocol. Journal of Research in Science Teaching, Vol. 19, No. 8, 639-645. | ||
| Attitude toward Science in School Assessment | |||||
| Science | 7th - 8th | Measures attitudes toward science | Germann, P. J. (1988). Development of the Attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of Research in Science Teaching. 25(8), 689-703. | ||
| Views About Math Survey (VAMS) | |||||
| Mathematics | 8th-12th | Assesment that identifies whether students develop meaningful or rote learning of course materials. | Halloun, Ibrahim. (2001). Student Views about Science: A Comparative Survey. Beirut: Phoenix Series / Educational Research Center, Lebanese University. | ||
| Name | Subject | Program | Description | References | |
| Authentic Assessment Toolbox | |||||
| Science Chemistry Biology / Econology Earth Science Physics Mathematics |
6th - 12th | This website offers different activitites that can be used to assess students' performance in different content areas, including the rubrics to assess them. | See website for details. | ||
| Biology: As Scientific Inquiry (B:ASI) | |||||
| Biology | 9th-12th | A series of performance based biology assessment for high school. Scoring rubrics are provided for the assessments. | See website for details. | ||
| Performance Assessments in Science: Hands -On Tasks and Scoring Guides | |||||
| Physics Chemistry |
5th-10th | This booklet presents a variety of performance assessments related to Physics, Chemistry and Biology topics. | Downloadable PDF | ||
| Name | Subject | Program | Description | References | |
| Constructivist Learning Environment Survey (CLES) | |||||
| Mathematics Science |
9th-12th | Group of tools that allow teachers to monitor the development of constructivist practices in the classroom. | Taylor, P. C. S., Fraser, B. J., & White, L. R. (1994, April). CLES: An instrument for monitoring the development of constructivist learning environments. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. | ||