Building up Chinese Primary Teachers’ Key Competences through a Global Competence-based Framework

Tools' Repository

Competences’ Assessment Tools Repository

The tools’ repository gathers already created tools to assess primary teachers’ key competences. These tools are organised according to the nine key competences of the TKCOM project, type of instrument (checklist, scale and rubric) and language (English, Chinese and Spanish). Per each competence, you will find a brief abstract.

You can select: competence, kind of instrument, language and check it now

Classroom Management Self-Assessment
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: classroom-management
ACPA/NASPA Professional Competencies Rubrics

This tool has been designed by the ACPA (College Student Educators International) and NASPA (Student Affairs Administrators in Higher Education). It consists of 10 competency rubrics to self-assess “Advising and Supporting”, “Assessment, Evaluation and Research”, “Law, Policy and Governance”, “Leadership”, “Organizational and Human Resources”, “Personal and Ethical Foundations”, “Social Justice and Inclusion”, “Student Learning and Development”, “Technology” and “Values, Philosophy and History”. The rúbrics are addressed to all professionals of education, and create three diferent levels of performance: foundational, intermediate and Advanced.

  • Target: generic
  • Year: 2016
  • Type of assessment: planning
General Teaching Competence Scale

This self-assessment tool is addressed to Primary Education teachers. It is organised in a scale format, which is divided into 7 different levels. These go from 1 (not at all) to 7 (very much). It aims to assess the teacher’s pre-instructional, instructional, closing, evaluation and managerial phases.

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: planning
小学新手英语教师教学能力问卷调查表

本研究采用杨莹等人(2014)《小学新手英语教师教学能力问卷调查表》。由7个教学能力的维度和78项相对应的能力描述细则组成。 分别是英语学科知识和技能、教学认知能力、教学设计能力、教学操作能力、教学评价能力、教学研究能力及教学智慧。各维度的 Alpha 系数均高于0.8,问卷总体的 Alpha 系数为0.983。问卷采用李克特5点计分法。

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: planning
小学语文教师教学计划决策调查问卷

由蒙利丽等人(2015)在参考大量教师教学决策研巧论著的基础上自编形成问卷,该问卷主要分为两大部分,总共设计了18道题目,第一部分的日道题目是调查的教师的基本资料,包括教师的性别、教龄、学历、职称、任教年级五个方面。第二部分是问卷的主体,设计的题目涉及教师对教学计划决策的态度、教学计划决策过程、形式、反思及影响因素等方面的综合考查。

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: planning
Teacher Evaluation Rubrics

These rubrics are addressed to primary teachers who aim to self-assess their teacher competences regarding “Planning and Preparation for Learning”, “Classroom Management”, “Delivery of Instruction”, “Monitoring, Assessment, and Follow-up”, “Family and Community Outreach” and “Professional Responsibilities”. Finally, this tool allow primary teachers to place their competences using a four-level rating scale, which goes from “Highly Effective” to “Effective”, “Improvement Necessary” and “Does Not Meet Standards”.

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: planning
Self-assessment Tool for Post-lesson Reflection

This tool allows Primary Education teachers to self-assess their competences regarding three dimensions of the teaching profession: planning, personal and professional qualities and implementation. Teachers are asked to fill in the different elements of the scale to indicate their level of contentment, using the following signs: ++ + ? - --.

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: planning
“教师胜任力水平”之测评问卷

《“教师胜任力水平”之测评问卷》王强(2008),共44道题目,分为九个水平:学科体系的熟练掌握度、学科融为学生实践理解的促进力、学生心理的理解与引导力、教育技术与教学的整合度、多种评价手段灵活掌握度、课程深度开发与实施度、多种教学环境营造与调控力、专业承诺与组织融入度、专业实践反思与研究力。将不同级别教师的胜任力行为指标按由低到高的顺序分别作为问卷题的四个选项,分别用B、C、D、E表示,分别赋值1、2、3、4,没有出现胜任行为指标行为的用A表示记0分。施测人数:360名教师。

  • Target: generic
  • Year: 2008
  • Type of assessment: planning
小学语文教师胜任力测评问卷

该问卷是李云亮(2010)等人在小学语文教师胜任力模型的基础上编制了《小学语文教师胜任力测评问卷》。此问卷共计 49 个项目,分为六个因素,包括服务意识、成就动机、专业知识、专业技能、关系技巧和个人特质。项目分析和探索性因素分析结果表明胜任力提取稳定、可靠。同时《小学语文教师胜任力测评问卷》与构建的小学语文教师胜任力模型中包括的维度完全吻合,并且符合测量学的属性,拥有较好的信度和效度。采用5点计分法,由“完全不符合”到“完全符合”。每个项目与问卷总分之间的交互相关均为正值,a 系数在 0.367 到 0.699 之间,各个维度的信度在 0.718-0.913之间。

  • Target: primary-teachers
  • Year: 2010
  • Type of assessment: planning
高校优秀英语教师教学计划决策问卷调查表

本研究中编制的调查问卷主要参考了威廉•威伦等在《有效教学动力学》中设计的有效教学分析量表。该问卷第二部分的 12 道题目是问卷主体,对问卷的分析主要是利用统计软件进行描述性分析,计算均值和标准差,从而对其教学计划决策的关注要素、影响因素以及与教学实践的关系等方面进行综合调查。

  • Target: trainers
  • Year: 2016
  • Type of assessment: planning
《高校教师胜任力内容问卷》

由宋倩等人(2008)编制的问卷,本研究建立了“高校教师胜任力模型”,模型包括六个维度:(1)认知胜任力(包括艺术感、选择性、明确的发展目标、捕捉机遇、概念性思维、情绪觉察力)、(2)人际互动(包括社交意识、谈判能力、公关能力、指挥能力)、(3)成就特征(包括创新性、接受挑战、效率感、信息收集)、(4)接纳特征(包括稳定的情绪、理解他人、主动性、宽容心、客观性、反思能力)、(5)师德特征(包括正直、诚实、公平性、沟通技能、尊敬他人、责任心)、(6)知识技能(包括专业知识和技能专长)。共28个项目,由被试根据 5 点计分法对这些项目的重要性程度(由“很不重要”到“非常重要”)进行判断。

  • Target: generic
  • Year: 2008
  • Type of assessment: planning
Enhancing professional practice: Educational Testing Service Adaptation

Taken from Pathwise: Components of Professional Practice by Charlotte Danielson. This can be completed as a self-assessment and by an assessor, there are forms that suit both within the link. Taps into many of the competencies. The main ones are Planning (domain 1) and classroom management (domain 2). It also covers (more briefly) Assessment (D1), Communication (D3&4), Community Action (D4) and Professional Development (D4). Based on Danielson's Framework for Teaching (Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.)

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: planning
Teacher Evaluation Rubrics (Revised)

Can be used as both self-assessment and as an observation assessment. Usually both are completed and then the supervisor and teacher sit together and review the results. Taps into many of the competencies. Planning (domain A), classroom management (domain B), Assessment (D), Communication (C & F), Community Action (E) and Professional Development (F).

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: planning
Self-assessment Instrument for Teacher Evaluation-II (SITE-II)

ITEMS ARE ALL LISTED IN THE FULL PAPER- The purpose of this study was to develop and validate a Self-assessment Instrument for Teacher Evaluation (SITE II) based on five National Professional Standards for Teachers developed by the Ministry of Education, Pakistan: subject matter knowledge, instructional planning and strategies, assessment, learning environment, and effective communication. The data were collected from 279 English and mathematics teachers of grade 10 in 40 public boys’ and girls’ high schools in district Okara who self-evaluated their performance on five teacher performance components. The overall reliability of the questionnaire was found high (α=.94). The SITE II factor structure was discovered through exploratory factor analysis. Confirmatory factor analyses provided evidence of construct validity of the questionnaire. Significant positive relationship was found between teachers’ scores on self-evaluation questionnaire and their students’ achievement (n= 7245) in English as well as in mathematics. The findings suggest that the questionnaire is valid and efficient tool for measuring components of teacher self-assessment. Teachers can use this scale for evaluation of their won teaching and take remedial actions. Mentors and supervisors can use it for diagnostic purpose and designing professional development courses for teachers.

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: planning
Rubric for Evaluating Assessment Plans and Reports

Rubric for Evaluating Assessment Plans and Reports

  • Target: teachers
  • Year: 2014
  • Type of assessment: planning
Self-Assessment: Quality Assurance of Program-Level Assessment of Student Learning
  • Target: teachers
  • Year: 2007
  • Type of assessment: planning
Rubric for Evaluating Assessment Plans and Reports (2014-2018)
  • Target: teachers
  • Year: 2014
  • Type of assessment: planning
Teacher Self Assessment Tool

Teacher self assessment tool for rate qualities and provide a summary comment regarding strenths and areas for improvement.

  • Target: teachers
  • Year: 2007
  • Type of assessment: planning
Teacher Self-Assessment Guide

Teachers use these forms—one for each dimension—to self-assess their effectiveness for various indicators on a 1-4 rating scale. After self-assessing their effectiveness using these indicators, teachers will have an opportunity to reflect on their practice, collect evidence, and generate ideas to improve their planning and implementation.

  • Target: teachers
  • Year: 2011
  • Type of assessment: planning
Teacher Self-Assessment Tools

several samples for self assessment, checklist, rubric

  • Target: teachers
  • Year: not-specified
  • Type of assessment: planning
Using the Standards for the Teaching Profession for Self-Assessment

Guiding questions related to effective instructional practices.

  • Target: teachers
  • Year: not-specified
  • Type of assessment: planning
Classroom Management: A Guide For Principals To Support Teachers

This tool allows Primary Education teachers to self-assess their competences regarding five different domains of the teaching profession: “Commitment to Pupils and Pupil Learning”, “Professional Knowledge”, “Teaching practice”, “Leadership and Community” and “Ongoing Professional Learning”. The tool consists of one rubric to assess each domain. Each rubric creates a four-level rating scale, which goes from “Exemplary” to “Good”, “Satisfactory” and “Unsatisfactory”.

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: classroom-management
Teacher Evaluation Rubrics

These rubrics are addressed to primary teachers who aim to self-assess their teacher competences regarding “Planning and Preparation for Learning”, “Classroom Management”, “Delivery of Instruction”, “Monitoring, Assessment, and Follow-up”, “Family and Community Outreach” and “Professional Responsibilities”. Finally, this tool allow primary teachers to place their competences using a four-level rating scale, which goes from “Highly Effective” to “Effective”, “Improvement Necessary” and “Does Not Meet Standards”.

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: classroom-management
Self-assessment Tool for Post-lesson Reflection

This paper will be primary school teachers classroom management behavior investigation and analysis of the teacher in the classroom,reveals many problems existing in the management,and then analyzes its origin is proposed on the basis of improving primary school teachers classroom management ability the strategy suggestions.

  • Target: trainers
  • Year: not-specified
  • Type of assessment: classroom-management
初中英语课堂管理有效性访谈提纲、调查问卷

本研究从有效课堂管理研究的重要性出发,对有效课堂管理的现状化及所涉及的多种影响因素进行分析,对初中英语课堂管理实践给予反思,对可能有效的课堂管理策略进行探讨,进而整理出初中英语课堂管理目前存在的问题,归纳总结了初中英语教学课堂管理有效性的六大应对对策,从而试图构建提升、改进初中英语教学课堂管理实践的管理模式,创建新型课堂。

  • Target: generic
  • Year: 2015
  • Type of assessment: classroom-management
Assessment of practices in early elementary classrooms (APPEC)
  • Target: primary-teachers
  • Year: 2001
  • Type of assessment: classroom-management
Classroom management/discipline efficacy scale

A scale for measuring teacher efficacy in classroom management and discipline is presented, along with results from a factor analysis of intercorrelations of items from the scale and items from two other teacher efficacy sclaes. Data sources included 119 preservice teacher education students and 42 student teachers. 

  • Target: primary-teachers
  • Year: 1991
  • Type of assessment: classroom-management
Classroom strategies scales- Teacher form

This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test–retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T’s Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of χ2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of .93 and .94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test–retest reliability was found for instructional and behavioral total scales (r = .79, r = .84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed. 

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: classroom-management
Scale for Teachers Self-Efficacy

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: classroom-management
Enhancing professional practice: Educational Testing Service Adaptation

Taken from Pathwise: Components of Professional Practice by Charlotte Danielson. This can be completed as a self-assessment and by an assessor, there are forms that suit both within the link. Taps into many of the competencies. The main ones are Planning (domain 1) and classroom management (domain 2). It also covers (more briefly) Assessment (D1), Communication (D3&4), Community Action (D4) and Professional Development (D4). Based on Danielson's Framework for Teaching (Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.)

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: classroom-management
Self Assessment of Classroom Management (SACM)

Sandy Washburn, Center on Education and Lifelong Learning, Classroom Management Self-Assessment. Revised Version: May 2010. An adaptation of the original form by Sugai and Colvin (2004). Reviewed and decided the revised version is the most appropriate for this competency.

  • Target: primary-teachers
  • Year: 2010
  • Type of assessment: classroom-management
Teacher Interpersonal Self-efficacy Scale

The present study examined the factorial validity of scores on the Teacher Interpersonal Self-Efficacy Scale across two samples of 416 teachers each. Following self-efficacy theory, which posits that self-efficacy beliefs are linked to specific activities, it was hypothesized that the three Teacher Interpersonal Self-Efficacy subscales comprised three different activities linked to teacher self-efficacy beliefs. Confirmatory factor analysis results from the two samples supported the hypothesis by showing an adequate fit of a three-factor oblique model. This model fits the data better than either a two-factor or one-factor alternate model. Scores from the three subscales yielded coefficient alphas in excess of .90. Also addresses communication from colleagues and managers.

  • Target: primary-teachers
  • Year: 2001
  • Type of assessment: classroom-management
Teacher Evaluation Rubrics (Revised)

Can be used as both self-assessment and as an observation assessment. Usually both are completed and then the supervisor and teacher sit together and review the results. Taps into many of the competencies. Planning (domain A), classroom management (domain B), Assessment (D), Communication (C & F), Community Action (E) and Professional Development (F).

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: classroom-management
The Effect of Teacher-Identified Classroom Management
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: classroom-management
Classroom Management Self-Assessment
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: classroom-management
Teacher Self Assessment Tool

Teacher self assessment tool for rate qualities and provide a summary comment regarding strenths and areas for improvement.

  • Target: teachers
  • Year: 2007
  • Type of assessment: classroom-management
Self-assessment Instrument for Teacher Evaluation-II (SITE-II)

ITEMS ARE ALL LISTED IN THE FULL PAPER- The purpose of this study was to develop and validate a Self-assessment Instrument for Teacher Evaluation (SITE II) based on five National Professional Standards for Teachers developed by the Ministry of Education, Pakistan: subject matter knowledge, instructional planning and strategies, assessment, learning environment, and effective communication. The data were collected from 279 English and mathematics teachers of grade 10 in 40 public boys’ and girls’ high schools in district Okara who self-evaluated their performance on five teacher performance components. The overall reliability of the questionnaire was found high (α=.94). The SITE II factor structure was discovered through exploratory factor analysis. Confirmatory factor analyses provided evidence of construct validity of the questionnaire. Significant positive relationship was found between teachers’ scores on self-evaluation questionnaire and their students’ achievement (n= 7245) in English as well as in mathematics. The findings suggest that the questionnaire is valid and efficient tool for measuring components of teacher self-assessment. Teachers can use this scale for evaluation of their won teaching and take remedial actions. Mentors and supervisors can use it for diagnostic purpose and designing professional development courses for teachers.

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: classroom-management
Using the Standards for the Teaching Profession for Self-Assessment

Guiding questions related to effective instructional practices.

  • Target: teachers
  • Year: not-specified
  • Type of assessment: classroom-management
ACPA/NASPA Professional Competencies Rubrics

This tool has been designed by the ACPA (College Student Educators International) and NASPA (Student Affairs Administrators in Higher Education). It consists of 10 competency rubrics to self-assess “Advising and Supporting”, “Assessment, Evaluation and Research”, “Law, Policy and Governance”, “Leadership”, “Organizational and Human Resources”, “Personal and Ethical Foundations”, “Social Justice and Inclusion”, “Student Learning and Development”, “Technology” and “Values, Philosophy and History”. The rúbrics are addressed to all professionals of education, and create three diferent levels of performance: foundational, intermediate and Advanced.

  • Target: generic
  • Year: 2016
  • Type of assessment: assessment
Assessment Competence Rubric

This rubric is addressed to Primary Education teachers to self-assess their Assessment competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced”. 

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: assessment
Classroom Assessment Practices Questionnaire (CAP-Q)

The goal of this present study is to develop a self-report questionnaire on classroom assessment practices of teachers that is psychometrically sound. The term “practices” is defined in this study as activities that teachers do in relation to conducting classroom assessment – from test planning to reporting to utilization of test results. In order to conceptualize teachers’ classroom assessment practices, an 89-item questionnaire was designed and administered to a group of primary school teachers from the Philippines, Nepal, and the Kyrgyz Republic. Using IBM SPSS Version 19, item descriptive statistics and psychometric properties of the questionnaire were determined. The factor structure was assessed using exploratory factor analysis with principal component analysis as the extraction method and variance-maximization with the Kaiser Normalization as the rotation method. Cronbach’s alpha coefficient was calculated to examine internal consistency reliability for the total scale and for each identified factor. The factor analysis supported a five-factor structure accounting for 70.71% of the variance of the questionnaire. Fifty-six items were retained and included in the final form of the test. The questionnaire showed satisfactory internal consistency yielding Cronbach  = .98 for the total test. Item-total correlation in the factors ranges from r = .41 to r = .89. The paper ends with a discussion of the five factors and some suggestions for further development and validation of the questionnaire including implications for effective classroom assessment practices.

  • Target: primary-teachers
  • Year: 2012
  • Type of assessment: assessment
Enhancing professional practice: Educational Testing Service Adaptation

Taken from Pathwise: Components of Professional Practice by Charlotte Danielson. This can be completed as a self-assessment and by an assessor, there are forms that suit both within the link. Taps into many of the competencies. The main ones are Planning (domain 1) and classroom management (domain 2). It also covers (more briefly) Assessment (D1), Communication (D3&4), Community Action (D4) and Professional Development (D4). Based on Danielson's Framework for Teaching (Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.)

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: assessment
Teacher Evaluation Rubrics (Revised)

Can be used as both self-assessment and as an observation assessment. Usually both are completed and then the supervisor and teacher sit together and review the results. Taps into many of the competencies. Planning (domain A), classroom management (domain B), Assessment (D), Communication (C & F), Community Action (E) and Professional Development (F).

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: assessment
General Standards for professional growth leading to competency

Scoring guide who allows to assess the teacher professional performance according by five standards and 51 indicators in classroom.

  • Target: teachers
  • Year: not-specified
  • Type of assessment: assessment
New Teacher Induction Program – Planning, Assessment and Evaluation

Guidance document containing several samples for various competencies.

  • Target: teachers
  • Year: 2011
  • Type of assessment: assessment
Teaching Assessment Tool For lectures and small group teaching environments

Observation grid for to help instructors and observers to document their reflections in teaching situations, based on behavior observed.

  • Target: teachers
  • Year: 2009
  • Type of assessment: assessment
Teacher Self Assessment Tool

Teacher self assessment tool for rate qualities and provide a summary comment regarding strenths and areas for improvement.

  • Target: teachers
  • Year: 2007
  • Type of assessment: assessment
Using the Standards for the Teaching Profession for Self-Assessment

Guiding questions related to effective instructional practices.

  • Target: teachers
  • Year: not-specified
  • Type of assessment: assessment
Questionnaire of urban senior high school English teachers’ assessment literacy

包含了学习经验的评估,态度方面的评估,知识和能力的评估。

  • Target: primary-teachers
  • Year: 2017
  • Type of assessment: assessment
The survey questionnaire of China Secondary School Teacher’s Teaching Assessment Literacy

一方面,教师评估素养被分为评估态度,评估意识,评估知识,评估技能四个要素; 另一方面,将教学过程分为教学前,教学中,教学后三个阶段,并从这三个阶段入手对教师教学评估素养的心理特征和行为特征进行一些抽样工作。

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: assessment
Compulsory education teacher’s developmental assessment literacy questionnaire

在此项问卷中,情感能力评估被分为价值的评估,目的的评估,学生观念的评估和心理倾向的评估。

  • Target: primary-teachers
  • Year: 2013
  • Type of assessment: assessment
Questionnaire of teachers’ assessment literacy of primary and secondary school

包含了学习经验的评估,态度方面的评估,知识和能力的评估。

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: assessment
Survey about assessment of students

这是一份关于中小学学生道德问题的调查。 没有进一步提出调查结构。

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: assessment
Questionaire on the comprehensive quality evaluation result of the primary students

该工具着眼于小学生综合素质评价结果的过程中出现的问题,以此促进教育职责的良好运行。

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: assessment
ACPA/NASPA Professional Competencies Rubrics

This tool has been designed by the ACPA (College Student Educators International) and NASPA (Student Affairs Administrators in Higher Education). It consists of 10 competency rubrics to self-assess “Advising and Supporting”, “Assessment, Evaluation and Research”, “Law, Policy and Governance”, “Leadership”, “Organizational and Human Resources”, “Personal and Ethical Foundations”, “Social Justice and Inclusion”, “Student Learning and Development”, “Technology” and “Values, Philosophy and History”. The rúbrics are addressed to all professionals of education, and create three diferent levels of performance: foundational, intermediate and Advanced.

  • Target: generic
  • Year: 2016
  • Type of assessment: inclusion
Social Justice Competence Rubric

​This rubric is addressed to Primary Education teachers to self-assess their Social Justice competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced” 

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: inclusion
Appreciating and valuing diversity (Part of the management tutor series)

Survey is part of a management tutor series online and therefore does not have a corresponding research paper providing validation. Written by McGraw-Hill & Irwin.

  • Target: generic
  • Year: 2003
  • Type of assessment: inclusion
Inclusive Practice Tool: Self-Assessment Form

Was adapted from 'The Educator Effectiveness Guidebook for Inclusive Practice'. Should be used in collaboration with the 'Classroom Teacher Rubric Resource' http://www.doe.mass.edu/edeval/guidebook/2a-rubric.pdf

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: inclusion
Early Childhood Ecology Scale- Revised; Reflection Form (ECES-R- Alternate Title is ECES: Self-Assessment Form)

Very heavily based on involving children from different cultural backgrounds (cultural responsivity) but seems to capture the inclusive elements well and includes some aspects of classroom management. Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort.

  • Target: primary-teachers
  • Year: 2011
  • Type of assessment: inclusion
Culturally Responsive Teaching Self-Efficacy Scale (CRTSE)

The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE; Siwatu, 2007) was developed to elicit information from preservice teachersregarding their efficacy to execute specific teaching practices and tasks that are associated with teachers who have adopted a culturally responsive pedagogy. The CRTSE scale was constructed using the Culturally Responsive Teaching Competencies (Siwatu, 2006) and Bandura’s (1977) self-efficacy construct. A total of 40 Likert-type items were administered to a sample of preservice teachers (N = 275) in the Midwest. Factor analysis results indicated a one-factor solution accounting for 44% of the total explained variance. Internal reliability for the 40-item measure was .96, as estimated by Cronbach’s alpha. Correlational analyses revealed a positive relationship between scores on the CRTSE and Culturally Responsive Teaching Outcome Expectancy Scale (CRTOE; Siwatu, 2007), r = .70, p < .001.

  • Target: primary-teachers
  • Year: 2007
  • Type of assessment: inclusion
Collaboration and Support for Inclusive Teaching Scale (CSIT)

This article describes the development and initial validation of the Collaboration and Support for Inclusive Teaching, a measure of perceived support in special education teachers regarding the degree of collaboration with regular teachers for inclusive practice at school. The scale was validated on a sample of 276 special education teachers coming from lower and higher secondary schools by using both exploratory factor analysis and confirmatory factor analysis. The resulting 12-item scale was characterized by a one-factor solution explaining 46.59% of data variance and had good internal consistency with a Cronbach’s alpha of .876. Associations with other measures supported convergent and divergent validity of the scale. The usefulness of this scale is highlighted with regard to the improvement of cooperative teaching supporting school inclusion, as well as to the prevention of the risk of burnout in special education teachers.

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: inclusion
Checklist for an Inclusive Classroom Community
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: inclusion
Quality Indicators of Inclusive Early Childhood Programs/Practices
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: inclusion
Index for inclusion – developing learning and participation in schools
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: inclusion
PARTICIPATION IN INCLUSIVE EDUCATION – A Framework for Developing Indicators
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: inclusion
Inclusive Early Childhood Education Environment Self-Reflection Tool
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: inclusion
Quality Standards for Inclusive Schools Self-Assessment Instrument
  • Target: not-specified
  • Year: not-specified
  • Type of assessment: inclusion
Inclusion 

1. 专业态度 2. 教育智慧 3. 成就积极性 4. 个人素质

  • Target: primary-teachers
  • Year: 2013
  • Type of assessment: inclusion
Inclusion 

1. 专业态度 2. 专业知识 3. 专业能力 4. 获得支持的能力

  • Target: primary-teachers
  • Year: 2017
  • Type of assessment: inclusion
Inclusion 

1. 对全纳教育的态度 2. 全纳教育专业技能的掌握

  • Target: primary-teachers
  • Year: 2017
  • Type of assessment: inclusion
Inclusion 

1. 对全纳教育的态度

  • Target: primary-teachers
  • Year: 2010
  • Type of assessment: inclusion
Teacher Evaluation Rubrics

These rubrics are addressed to primary teachers who aim to self-assess their teacher competences regarding “Planning and Preparation for Learning”, “Classroom Management”, “Delivery of Instruction”, “Monitoring, Assessment, and Follow-up”, “Family and Community Outreach” and “Professional Responsibilities”. Finally, this tool allow primary teachers to place their competences using a four-level rating scale, which goes from “Highly Effective” to “Effective”, “Improvement Necessary” and “Does Not Meet Standards”.

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: community-action
Collaborative Competence Rubric

This rubric is addressed to Primary Education teachers to self-assess their Collaborative competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced”.

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: community-action
Practising Teacher Criteria Self Assessment Tool for use in the school sector

This self-assessment tool is designed to support teachers and professional leaders to assess their competence level related to the 12 Practising Teacher Criteria. The tool consists of 12 tables and each one corresponds to one of the 12 criteria. In these tables, teachers can find the key indicators of each criterion, along with proposed questions to guide the self-assessment practice and, finally, strategies that may help improve the teacher’s competence level. In addition, there is a guide after each table to help the teacher know what evidences related to that criterion may look like.

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: community-action
小学教师合作现状、问题及策略研究

为了能够更好地引导小学教师之间的合作,本调查问卷和采访调查了小学教师在团结合作方面的现状。 问卷主要由五个维度构成:小学教师合作意识,合作行为,合作素养,校方支持,教师满意度。

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: community-action
幼儿教师与家长沟通的研究

此项调查问卷旨在调查幼儿教师与父母沟通方面的现状,并从中发现问题和提出相应的建议。 问卷主要包括三个维度,包括基本个人信息,教师和家长的现状,教师和家长对于评价的沟通和一些建议。

  • Target: not-specified
  • Year: 2014
  • Type of assessment: community-action
初中教师人际沟通状况对角色扮演的影响研究

本调查问卷调查了教师在人际交往沟通中的以下因素:教师与家长,教师与同事,教师与学生,教师与领导等,以此来调查人际交往沟通方面的影响因素。

  • Target: secondary-teachers
  • Year: 2014
  • Type of assessment: community-action
教师胜任力模型与测评研究

该工具旨在衡量中小学教师的专业能力。 该测试包括50个题目和10个分量表。 分量表包括TRI,FCN,EXP,沟通能力,ICO,RB,INFO,PP,RO,UO,LIE。 每个量表中包含的题目数量不相同。 得分越高,表明教师的能力水平越高。 内部一致性信度系数为0.935,半信度为0.903,重测信度为0.862。

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: community-action
How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors

Parent-teacher communication competence, frequency of exchange on parent-related issues with colleagues and time spent working with parents were measured with questionnaires in a sample of 677 German mathematics teachers. A latent class analysis revealed four groups of teachers: 24% showed high, 36% showed medium and 16% showed lower levels of communication competence with balanced profiles. A fourth profile (24%) showed a strong focus on pragmatic problem-solving in communication with parents. The profiles differed in the extent of their exchange with colleagues on parent-related issues. No relationships were found regarding the time spent talking to parents.

  • Target: primary-teachers
  • Year: 2009
  • Type of assessment: community-action
Teaching competences

In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out which teaching competences teachers consider are most necessary to facilitate learning of student key competences. Therefore, we conducted a study with a sample of 286 in-service primary education teachers, using a questionnaire specifically prepared for this purpose. A descriptive and factorial statistical analysis of the resulting data was then performed. The results show that teachers place the highest value on the educational capability to promote student motivation, effort and responsibility in the development of key competences. Also they consider the competence to teach a foreign language as the least necessary. A cross-functional approach, running parallel to the integrating nature of key competences in the school curriculum, was not identified for teaching competences. Finally, certain implications are presented derived from the study.

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: community-action
Teacher Efficacy in Engaging Families Scale (TEEFS)

There is a growing literature revealing the complexity of family–school relationships and the significant power imbalances and mismatches between the role expectations of caregivers and teachers who differ by class and race. This study investigates a course at a large research university in the Southeastern United States designed to influence the attitudes of preservice teachers (PSTs) about how they might work with low-income and/or ethnic minority families. Study results on 138 PSTs demonstrate that, after completing the course, their attitudes were less stereotypic, they were more confident about using family-centric involvement practices, and conceptualized student’s problems in less blaming terms.

  • Target: primary-teachers
  • Year: 2012
  • Type of assessment: community-action
Enhancing professional practice: Educational Testing Service Adaptation

Taken from Pathwise: Components of Professional Practice by Charlotte Danielson. This can be completed as a self-assessment and by an assessor, there are forms that suit both within the link. Taps into many of the competencies. The main ones are Planning (domain 1) and classroom management (domain 2). It also covers (more briefly) Assessment (D1), Communication (D3&4), Community Action (D4) and Professional Development (D4). Based on Danielson's Framework for Teaching (Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.)

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: community-action
Creating Community-Engaged Departments: Self-Assessment Rubric for the Institutionalization of Community Engagement In Academic Departments

Written by Kecskes, 2008. Dimensions included are adapted from a wide variety of academic resources. Currently directed at higher education on a departmental level rather than individuals but could be adapted slightly as the content is good. Creating Community-Engaged Departments is designed to assess the capacity of a higher education academic department for community engagement and to help its members identify various opportunities for engagement. This self-assessment builds upon existing and/or validated prior work. While many of these instruments have been developed primarily for institution-wide application, and some have been applied to academic units including colleges, schools, departments and programs, this Rubric has been developed solely for use in academic departments. This approach is based on advice from key informant interviews and the recognition of the importance of the role of academic departments in the overall institutionalization of community engagement in higher education.

  • Target: primary-teachers
  • Year: 2008
  • Type of assessment: community-action
Teacher Evaluation Rubrics (Revised)

Can be used as both self-assessment and as an observation assessment. Usually both are completed and then the supervisor and teacher sit together and review the results. Taps into many of the competencies. Planning (domain A), classroom management (domain B), Assessment (D), Communication (C & F), Community Action (E) and Professional Development (F).

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: community-action
Self-assessing your organization’s progress in building a culture of innovation (taken from the handbook ‘So you think you want to innovate? Emerging lessons and a new tool for state and district leaders working to build a culture of innovation’)

This tool is currently aimed at leaders (in education) but some subsections are very relevant to teachers or could be tweaked slightly to increase relevance. The purpose of this self-assessment tool is to provide “on-ramps” for leaders of educational organizations and teams to assess where you are on the path toward building a culture of innovation, and explore examples and resources from inside the education field and beyond.

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: community-action
BASIC CHARACTERISTICS OF THE SCHOOL AS A LEARNING COMMUNITY

The BCSLC describes the fundamental characteristics to assess Scvhools as a Learning Community

  • Target: schools-and-communities
  • Year: 2009
  • Type of assessment: community-action
Using the Standards for the Teaching Profession for Self-Assessment

Guiding questions related to effective instructional practices.

  • Target: teachers
  • Year: not-specified
  • Type of assessment: community-action
Self-assessing your organization’s progress in building a culture of innovation (taken from the handbook ‘So you think you want to innovate? Emerging lessons and a new tool for state and district leaders working to build a culture of innovation’)

This tool is currently aimed at leaders (in education) but some subsections are very relevant to teachers or could be tweaked slightly to increase relevance. The purpose of this self-assessment tool is to provide “on-ramps” for leaders of educational organizations and teams to assess where you are on the path toward building a culture of innovation, and explore examples and resources from inside the education field and beyond.

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: community-action
NAMSS Professional Ethics Self-Assessment Tool

Created by NAMSS so currently specific to their own organisation (healthcare). Some subsections could be used as a tool and overlap into areas such community and inclusion.

  • Target: generic
  • Year: not-specified
  • Type of assessment: community-action
Professional development rubric

This rubric aims to self-asses Primary teachers’ professional development competence. At the same time, it is divided into different sections, which are “Vision and Commitment to improve teaching and learning”, “Plan for Professional Development Programs”, “Delivery of Professional Development Programs”, “Teacher Practice of Knowledge/Skills Learned”, “Implementation/Reflection on Knowledge/Skills Learned” and “Evaluation of Results/Using Knowledge/Skills Learned”. Finally, the rubric establishes the indicators according to each one of the three levels, which are “High Success Indicators”, “Progressing Indicators” and “Developing Indicators”.

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: professional-development
Professional Learning Strategies Self-Assessment Tool

This self-assessment tool of the Self Reflection and Professional Development competence is addressed to teacher trainers. It is organised in a scale format, which has a rating scale that goes from 1 to 5. In addition, it allows a section to include notes and, moreover, another section for trainers to write evidences of value, which answer the question “how is this characteristic observed or experienced?”

  • Target: trainers
  • Year: 2014
  • Type of assessment: professional-development
ACPA/NASPA Professional Competencies Rubrics

This tool has been designed by the ACPA (College Student Educators International) and NASPA (Student Affairs Administrators in Higher Education). It consists of 10 competency rubrics to self-assess “Advising and Supporting”, “Assessment, Evaluation and Research”, “Law, Policy and Governance”, “Leadership”, “Organizational and Human Resources”, “Personal and Ethical Foundations”, “Social Justice and Inclusion”, “Student Learning and Development”, “Technology” and “Values, Philosophy and History”. The rúbrics are addressed to all professionals of education, and create three diferent levels of performance: foundational, intermediate and Advanced.

  • Target: generic
  • Year: 2016
  • Type of assessment: professional-development
Professional Knowledge Competence Rubric

​This rubric is addressed to Primary Education teachers to self-assess their Professional Knowledge competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced”

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: professional-development
Continuing Personal and Professional Development Competence Rubric

This rubric is addressed to Primary Education teachers to self-assess their Continuing Personal and Professional Development competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced”

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: professional-development
Practising Teacher Criteria Self Assessment Tool for use in the school sector

This self-assessment tool is designed to support teachers and professional leaders to assess their competence level related to the 12 Practising Teacher Criteria. The tool consists of 12 tables and each one corresponds to one of the 12 criteria. In these tables, teachers can find the key indicators of each criterion, along with proposed questions to guide the self-assessment practice and, finally, strategies that may help improve the teacher’s competence level. In addition, there is a guide after each table to help the teacher know what evidences related to that criterion may look like.

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: professional-development
小学教师自我 反思能力调查问卷

《小学教师自我反思能力调查问卷》高玲(2005),共36项,分为四个维度:对教育观念的反思、对自己素质的反思、通过同事进行反思、通过学生进行反思。分维度及总量表的阿尔法系数为:.76、.79、.63、.73、.84。问卷采用李克特5点计分法,从“完全符合”到“完全不符合” 计分+2—-2 得分越高,则反思能力越高。施测人数:206名教师。

  • Target: primary-teachers
  • Year: 2005
  • Type of assessment: professional-development
小学教师教学反思能力现状调查问卷

来源于四川师范大学硕士学位论文,漆琳2017年编制。问卷分为四个维度:信息收集、方法运用、行动调节、发现预测。四个维度的 Alpha 系数均是高于 0.7,该问卷的 Alpha 系数为0.709。 

  • Target: primary-teachers
  • Year: 2017
  • Type of assessment: professional-development
高校辅导员职业生涯发展调查问卷

分为5个维度:认知,元认知,情感,批判和道德。 题目:29项,α=0.86

  • Target: trainers
  • Year: 2014
  • Type of assessment: professional-development
高校辅导员职业生涯发展调查问卷

硕士学位论文《高校辅导员职业生涯发展研究》,周慧莲2014年编制。问卷的组成部分包括辅导员自我认知、职业环境认知、职业发展状态评价、职业发展环境评 价、职业发展意愿、职业发展策略6个方面,共28道题。

  • Target: trainers
  • Year: 2014
  • Type of assessment: professional-development
Structured Teaching Reflection Tool (taken from Gibb’s Reflective Cycle)

No abstract due to it being based on a book. 'Learning by doing' Graham Gibbs, 1988.

  • Target: not-specified
  • Year: not-specified-but-based-on-gibbs-reflective-cycle-1988.
  • Type of assessment: professional-development
Teacher career competency scale

This article focuses on which aspects of the learning environment, aimed at fostering career learning, correspond with the development of career competencies among students (aged 12– 19 years) enrolled in prevocational and secondary vocational education in The Netherlands. Aspects of the learning environment that are taken into account here are the following: career orientation and guidance methods used, instruments implemented, and the degree to which the curriculum is practice-based and dialogical. In the study, three career competencies are identified: career reflection (reflective behaviour), career forming (proactive behaviour), and networking (interactive behaviour). To research the relationship between the learning environment and the presence of career competencies, a study was done among 3499 students and 166 teachers in 226 classes in 34 schools. The results show that career guidance in school, in which a dialogue takes place with the student about concrete experiences and which is focused on the future, contributes most to the presence of career competencies among students. Without this dialogue, career guidance methods and instruments barely contribute to the acquisition of career competencies.

  • Target: primary-teachers
  • Year: 2011
  • Type of assessment: professional-development
Teacher Self-Assessment Tool (SAT)

Online 30 minute assessment. Need to register to complete. Evidence based and provides participants with detailed personal feedback.

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: professional-development
Enhancing professional practice: Educational Testing Service Adaptation

Taken from Pathwise: Components of Professional Practice by Charlotte Danielson. This can be completed as a self-assessment and by an assessor, there are forms that suit both within the link. Taps into many of the competencies. The main ones are Planning (domain 1) and classroom management (domain 2). It also covers (more briefly) Assessment (D1), Communication (D3&4), Community Action (D4) and Professional Development (D4). Based on Danielson's Framework for Teaching (Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.)

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: professional-development
Teacher Evaluation Rubrics (Revised)

Can be used as both self-assessment and as an observation assessment. Usually both are completed and then the supervisor and teacher sit together and review the results. Taps into many of the competencies. Planning (domain A), classroom management (domain B), Assessment (D), Communication (C & F), Community Action (E) and Professional Development (F).

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: professional-development
Teacher Questionnaire – OECD

The first Teaching and Learning International Survey (TALIS) is an international survey that offers theopportunity for teachers and principals to provide input into education analysis and policy development. TALIS is being conducted by the Organisation for Economic Cooperation and Development (OECD) . In this survey, professional development is defined as activities that develop an individual’s skills,knowledge, expertise and other characteristics as a teacher.

  • Target: teachers
  • Year: 2013
  • Type of assessment: professional-development
Five Levels of Professional Development Evaluation

Critical Levels of Professional Development Evaluation Effective professional development evaluations require the collection and analysis of the five critical levels of information shown in Figure 1 (Guskey, 2000a). With each succeeding level, the process of gathering evaluation information gets a bit more complex. And because each level builds on those that come before, success at one level is usually necessary for success at higher levels

  • Target: teachers
  • Year: 2000
  • Type of assessment: professional-development
Self-assessment Instrument for Teacher Evaluation-II (SITE-II)

ITEMS ARE ALL LISTED IN THE FULL PAPER- The purpose of this study was to develop and validate a Self-assessment Instrument for Teacher Evaluation (SITE II) based on five National Professional Standards for Teachers developed by the Ministry of Education, Pakistan: subject matter knowledge, instructional planning and strategies, assessment, learning environment, and effective communication. The data were collected from 279 English and mathematics teachers of grade 10 in 40 public boys’ and girls’ high schools in district Okara who self-evaluated their performance on five teacher performance components. The overall reliability of the questionnaire was found high (α=.94). The SITE II factor structure was discovered through exploratory factor analysis. Confirmatory factor analyses provided evidence of construct validity of the questionnaire. Significant positive relationship was found between teachers’ scores on self-evaluation questionnaire and their students’ achievement (n= 7245) in English as well as in mathematics. The findings suggest that the questionnaire is valid and efficient tool for measuring components of teacher self-assessment. Teachers can use this scale for evaluation of their won teaching and take remedial actions. Mentors and supervisors can use it for diagnostic purpose and designing professional development courses for teachers.

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: professional-development
Teacher Self Assessment Tool

Teacher self assessment tool for rate qualities and provide a summary comment regarding strenths and areas for improvement.

  • Target: teachers
  • Year: 2007
  • Type of assessment: professional-development
Rubric for Effective Teacher Technology Use (Organized by the Four Domains of Danielson’s Framework for Teaching)

This rubric aims to allow Primary Education teachers self-assess their ICT competence. To do so, it is organized in four domains of the teaching profession: “Planning and preparation”, “The Classroom Environment”, “Instruction” and “Professional Responsibilities”. The indicators of each domain are specifically related to ICT. The rubric establishes three competence levels, which are “Basic”, “Proficient” and “Distinguished”.

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: ict
Survey of ICT competencies and professional development needs of teachers

This tool has been designed for in-service teachers to self-assess core technology competences and their professional needs in ICT. It is divided into two different scales. The first scale is related to the professional skill in some ICT areas and the self-assessor is asked to choose his/her level of skill for each sentence, from “high” to “medium”, “low” and “none”. The second scale asks the teacher to identify the quantity of training they feel they need in each area with the following scale: “extensive”, “lots”, ”some”, ”minimal” and “none”.

  • Target: primary-teachers
  • Year: 2009
  • Type of assessment: ict
Communication Technologies for Learning (CTfL) Competence Rubric

This rubric is addressed to Primary Education teachers to self-assess their Communication Technologies for Learning (CTfL) competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced”

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: ict
ACPA/NASPA Professional Competencies Rubrics

This tool has been designed by the ACPA (College Student Educators International) and NASPA (Student Affairs Administrators in Higher Education). It consists of 10 competency rubrics to self-assess “Advising and Supporting”, “Assessment, Evaluation and Research”, “Law, Policy and Governance”, “Leadership”, “Organizational and Human Resources”, “Personal and Ethical Foundations”, “Social Justice and Inclusion”, “Student Learning and Development”, “Technology” and “Values, Philosophy and History”. The rúbrics are addressed to all professionals of education, and create three diferent levels of performance: foundational, intermediate and Advanced.

  • Target: generic
  • Year: 2016
  • Type of assessment: ict
中学教师信息技术应用能力量表

该量表是严格按照《中小学教师信息技术应用能力标准(试行)》的具体内容和要求编制而成的。问卷采用李克特五级量表法,选项分别为"非常不符合""比较不符合""基本符合""比较符合""非常符合",依次计分为1、2、3、4、5。分数越高表示教师应用信息技术应用能力越强。总问卷题目及各维度题目均有较高的内部一致性,Alpha系数为0.970>0.9,各分量的信度值介于0.65至0.94之间。

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: ict
小学语文教师信息技术应用能力现状调查问卷

问卷是以教育部 2014 年颁布的“中小学教师信息技术应用能力标准”为依据,参考借鉴了全国中小学教师信息技术应用能力提升工程网站中小学教师信息技术应用能力自评工具中的题目和程世辉设计评判指标体系,同时结合开封市顺河区教育信息化基础设施建设的实际情况,以“应用信息技术优化课堂教学的能力”为主线,从五个一级维度出发,下设 32 个二级指标,以此为基础进行问卷的编制工作,问卷题目的设计采用的封闭型,李克特五级量表法,分数越高表示教师应用信息技术能力越强。各个维度的内部一致性处于 0.76-0.96之间,问卷的总信度系数为 0.920。

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: ict
教学点教师信息技术能力调查问卷

该调查问卷,在完成问卷编写后,与专家进行了探讨,对某些题目做了一些调整,再利用专家效度对其实行修改、编制后,为确保问卷的精确性和合理性,在问卷正式使用之前,进行了预测。 将预调查中的所有调查者的填答信息输入到 SPSS 中进行 Cronbach’α Alpha 可靠性统计,测得 α 值为 0.786。最后,根据被试者反馈的情况,本研究对部分题目进行了修改,最终形成《教学点教师信息技术能力调查问卷。该问卷包含 5 个基本特征题, 问卷主体有 30 道题目组成,其中问卷主体的题目有 15 道单选题, 9 道多选题, 2 道填空题, 2 道评分题, 2 道开放题。

  • Target: primary-teachers
  • Year: 2017
  • Type of assessment: ict
黄冈市中小学教师信息技术应用能力现状调查问卷

本问卷在借助《中小学教师信息技术应用能力标准(试行)》的基础上编写了《黄冈市中小学教师信息技术应用能力现状调查问卷》的问卷调查,并发放到被调查人员手中,使用的评价量表为李克特量表,其中选项为“非常差”、“差”、“一般”、“好”、“非常好”五个等级,分别赋予 1、2、3、4、5 的分值,每个被调查教师对每道题目的回答所得分数的平均分值大于 3,则表示被调查教师在该方面达到了合格水平。问卷各维度 alpha 系数均在 0.8 以上,量表的整体 alpha 系数为0.966,表明量表的信度良好。

  • Target: primary-teachers
  • Year: 2017
  • Type of assessment: ict
中小学教师信息技术应用能力标准(试行)

信息技术应用能力是信息化社会教师必备专业能力。为全面提升中小学教师的信息技术应用能力,2014年由中国教育部下发各省市自治区,促进信息技术与教育教学深度融合,特制定《中小学教师信息技术应用能力标准(试行)》。

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: ict
农村小学教师信息技术应用能力调查问卷

为调查农村小学教师信息技术应用能力的现状,以教育部颁布的《能力标准》为依据,参考借鉴了全国中小学教师信息技术应用能力提升工程网站中小学教师信息技术应用能力自评工具中的题目,结合农村小学教育的实际情况,编制了《农村小学教师信息技术应用能力调查问卷》,并采用不记名方式进行作答。量表的整体Alpha 系数为 0.951,各维度 Alpha 系数均在0.7 以上,表明量表具有高信度,各题项之间得分差距不大,相关性比较高。

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: ict
中职教师信息技术应用能力调查问卷

本研究选取河南省新乡市、开封市、洛阳市、许昌市、周口市共 5 个地市辖区的部分中等职业学校的教师作为调查对象。调查全部采用纸质版的问卷,在所调查中职学校的相关负责人的协助下,在各个学校中随机发放。本次调查研究共发放正式问卷 350 份,回收问卷 296 份,共得到 256 份有效问卷,有效回收率为 86.5%。量表整体及各组成部分的内部一致性系数较好,子量表的 Cronbach’s Alpha 系数均达到 0.80以上;整体量表的信度达到了 0.969。

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: ict
Teacher questionnaire on the use of Information and Communication Technology (ICT)
  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: ict
Teachers’ Emphasis on the Development of Students’ Digital Information and Communication Skills Scale (TEDDICS)

The main aim of this study is to validate an instrument to measure teachers' emphasis on the development of students' digital information and communication skills (TEDDICS), a construct that describes a qualitative aspect of ICT use beyond mere frequency reports. TEDDICS was conceptualized by focusing on digital skills such as accessing, evaluating, and sharing and communicating digital information. We validated TEDDICS with respect to its factorial structure, relations to further teacher-related variables (e.g., ICT self-efficacy), background characteristics (age and gender), and main subject differences. The Norwegian International Computer and Information Literacy Study (ICILS) 2013 teacher sample (N ¼ 1072) showed that TEDDICS: (a) comprises three factors which can be identified by exploratory structural equation modeling (ESEM); (b) is positively related to ICT selfefficacy, the frequency of ICT use, and perceived usefulness of ICT; (c) differs across main subjects but not across gender groups. In addressing our research aims, we show that ESEM represents TEDDICS more appropriately than confirmatory factor analysis. Our results provide strong evidence on the construct validity and point out to the importance of looking at the degree to which teachers emphasize digital skills in classrooms beyond the frequency of using ICT.

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: ict
University Teachers’ Attitudes Regarding the Use of ICT Scale
  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: ict
Massachussetts Technology Self-Assessment Tool
  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: ict
ICT Skills Survey
  • Target: teachers
  • Year: 2005
  • Type of assessment: ict
Survey of schools: ICT and education
  • Target: teachers
  • Year: 2011
  • Type of assessment: ict
Self-Perceived Communication Competence Scale

This tool is generic, which means it is not only addressed to teachers. The self-assessor is asked to assess their self-perceived communication competence through a scale made of twelve different situations in which communication is involved. The self-assessor is asked to assign a number to each situation, ranging from 0 (completely incompetent) to 100 (competent).

  • Target: generic
  • Year: 2013
  • Type of assessment: communication
European Portfolio for Student Teachers of Languages

This portfolio aims to self-assess language teachers’ competences. It is structured in the following parts: personal statement, self-assessment and dossier. In addition, there is a glossary of terms and a user’s guide to help the self-assessor. The self-assessment section is organized in self-assessment scales, which aim to assess each indicator that the portfolio includes.

  • Target: primary-teachers
  • Year: 2007
  • Type of assessment: communication
Communication Competence Rubric

This rubric is addressed to Primary Education teachers to self-assess their Communication competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced”

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: communication
Teacher self-assessment rubric: Improving communication (‘Working Together Toolkit’)

Taken from a teacher toolkit developed by a school in New Mexico. One question would need adapting to fit the location that the assessment is being administered in.

  • Target: primary-teachers
  • Year: 2006
  • Type of assessment: communication
Communication and Negotiation: Active Listening Skills

Survey is part of a management tutor series online and therefore does not have a corresponding research paper providing validation. Written by McGraw-Hill & Irwin.

  • Target: generic
  • Year: not-identified
  • Type of assessment: communication
VIA-120 subscale (One of the 24 Character Strengths):- Leadership

Subscale taken from the revised Values in Action scale by Peter & Seligman (2004). Widely used and validated. Positively and negatively keyed.

  • Target: generic
  • Year: 2004
  • Type of assessment: communication
Enhancing professional practice: Educational Testing Service Adaptation

Taken from Pathwise: Components of Professional Practice by Charlotte Danielson. This can be completed as a self-assessment and by an assessor, there are forms that suit both within the link. Taps into many of the competencies. The main ones are Planning (domain 1) and classroom management (domain 2). It also covers (more briefly) Assessment (D1), Communication (D3&4), Community Action (D4) and Professional Development (D4). Based on Danielson's Framework for Teaching (Danielson, C. (2007). Enhancing professional practice: A Framework for teaching (2nd ed.). Alexandria, VA: ASCD.)

  • Target: primary-teachers
  • Year: 2004
  • Type of assessment: communication
Teacher Evaluation Rubrics (Revised)

Can be used as both self-assessment and as an observation assessment. Usually both are completed and then the supervisor and teacher sit together and review the results. Taps into many of the competencies. Planning (domain A), classroom management (domain B), Assessment (D), Communication (C & F), Community Action (E) and Professional Development (F).

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: communication
Self-assessment Instrument for Teacher Evaluation-II (SITE-II)

ITEMS ARE ALL LISTED IN THE FULL PAPER- The purpose of this study was to develop and validate a Self-assessment Instrument for Teacher Evaluation (SITE II) based on five National Professional Standards for Teachers developed by the Ministry of Education, Pakistan: subject matter knowledge, instructional planning and strategies, assessment, learning environment, and effective communication. The data were collected from 279 English and mathematics teachers of grade 10 in 40 public boys’ and girls’ high schools in district Okara who self-evaluated their performance on five teacher performance components. The overall reliability of the questionnaire was found high (α=.94). The SITE II factor structure was discovered through exploratory factor analysis. Confirmatory factor analyses provided evidence of construct validity of the questionnaire. Significant positive relationship was found between teachers’ scores on self-evaluation questionnaire and their students’ achievement (n= 7245) in English as well as in mathematics. The findings suggest that the questionnaire is valid and efficient tool for measuring components of teacher self-assessment. Teachers can use this scale for evaluation of their won teaching and take remedial actions. Mentors and supervisors can use it for diagnostic purpose and designing professional development courses for teachers.

  • Target: primary-teachers
  • Year: 2015
  • Type of assessment: communication
EFFECTIVE TEACHER COMMUNICATION SKILLS AND TEACHER QUALITY
  • Target: teachers
  • Year: 2006
  • Type of assessment: communication
Self-appraisal Communication skills
  • Target: anyone
  • Year: not-available
  • Type of assessment: communication
Questionnaire on effective communication and cooperation between primary school teachers and parents

该问卷是一个开放式问卷。 问卷分为两部分,分别由班主任和家长来完成。问卷主要考察了老师与家长之间沟通方面的意识,方式,时间,关注点,程度等主要影响因素。通过本研究可以发现,教师与家长有效沟通合作中存在的问题可以划分为三点:班主任和家长有不同的想法和实践;班主任和家长有不同的态度;班主任和家长之间的沟通渠道不一致。使用此问卷调查可以了解班主任与家长之间的沟通问题,从而更好地找到解决这些问题的沟通策略,促进学校与家庭之间的有效沟通。

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: communication
Questionnaire on teachers’ communication satisfaction

该工具的主要的测试对象是中小学的教师。本调查问卷的主要研究内容是教师的沟通满意度,主要是指教师与校长沟通的满意度。 包含37个题目,其中包括8个维度(学校愿景,学校整合,媒体质量,个人反馈,监督沟通,下属沟通,非正式沟通,沟通氛围)。因此,我们可以使用问卷探讨教师与学校领导之间的沟通,通过研究中小学教师和校长之间的沟通满意度,可以知道教师对组织(学校)沟通的整体满意度。

  • Target: primary-teachers
  • Year: 2009
  • Type of assessment: communication
Questionnaire on the current situation of interpersonal communication and role play of junior middle school teachers

该工具的主要测试对象是初中教师。调查问卷包括教师和家长、同事、学生、领导这四个部分。包括了沟通状态,意图,交流对象,内容,方法,场地选择,频率等方面。 共有52个题目,包括4个维度(老师与同事之间的人际交往,师生之间的人际交往,老师与家长之间的人际交往,老师与上级之间的人际交往)。然而,由于 事实上调查问卷的四个组成部分没有更加详细的维度,因此不适合用来调查单一维度的沟通问题。

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: communication
The interpersonal communication competence questionnaire of the primary and secondary school teachers

该工具的主要测试对象是中学教师,它包含30个题目。中小学教师的人际交往能力结构是多维的,是一个由多个维度构成的多维度多层次结构,第一步包括七个因素,第二步包含三个因素。第二步中包括沟通技巧、沟通认知能力和沟通特质。表达、积极倾听和沟通知识属于沟通技能;同理心、自我监督属于沟通认知能力;外向性, 尊重性和平等性属于沟通特质。这个调查问卷可以用来研究教师一般人际交往能力的发展特点,调查教师人际交往能力的总体情况及相关影响因素。

  • Target: primary-teachers
  • Year: 2010
  • Type of assessment: communication
The teacher-student social exchange relationship questionnaire

该工具的主要测试对象是中学的教师。问卷是基于社会交换关系来考察师生之间的人际交往。它包含23个问题,涵盖了5个维度(主动管理,被动管理, 关心和照顾,回报意愿,帮助和支持)。其中,来自积极管理,信息管理,关系关怀,帮助和支持的部分题目可用于研究师生之间沟通的方式,态度和结果。

  • Target: primary-teachers
  • Year: 2012
  • Type of assessment: communication
Questionnaire on communication status between teachers and students

该问卷主要基于沟通能力方面的观点,研究教师在师生沟通能力方面的现状,包括师生沟通能力水平状况的各维度,分别是:师生间的沟通态度, 师生间的沟通方式,师生沟通中教师的知识经验积累,教师在师生沟通中对自我肯定的影响。问卷调查不仅可以考察教师与学生沟通的现状,还可以用作调查教师能力的工具。

  • Target: primary-teachers
  • Year: 2009
  • Type of assessment: communication
Self-assessing Social and Emotional Instruction and Competencies

This tool aims to assess Primary Education teachers’ Ethical competence through the self-assessment of social and instructional interactions (both of them including the implementation of teaching practices and teacher’s own social and emotional competencies). Each section has different scales, in which the teacher is asked to rate each descriptor. Finally, there is a score, reflection and planning part in order to help Primary teachers improve their competence level.

  • Target: primary-teachers
  • Year: 2014
  • Type of assessment: ethical-commitment
ACPA/NASPA Professional Competencies Rubrics

This tool has been designed by the ACPA (College Student Educators International) and NASPA (Student Affairs Administrators in Higher Education). It consists of 10 competency rubrics to self-assess “Advising and Supporting”, “Assessment, Evaluation and Research”, “Law, Policy and Governance”, “Leadership”, “Organizational and Human Resources”, “Personal and Ethical Foundations”, “Social Justice and Inclusion”, “Student Learning and Development”, “Technology” and “Values, Philosophy and History”. The rúbrics are addressed to all professionals of education, and create three diferent levels of performance: foundational, intermediate and Advanced.

  • Target: generic
  • Year: 2016
  • Type of assessment: ethical-commitment
Social Justice Competence Rubric

This rubric is addressed to Primary Education teachers to self-assess their Social Justice competence. It is organized in three categories and, at the same time, it integrates skills, knowledge and attitudes. Moreover, it allows the self-assessor to include evidences to justify his/her competence perception. Finally, the rubric creates a three-level rating scale, which goes from “Basic” to “Competent” and “Advanced”

  • Target: primary-teachers
  • Year: not-specified
  • Type of assessment: ethical-commitment
Practising Teacher Criteria Self Assessment Tool for use in the school sector

This self-assessment tool is designed to support teachers and professional leaders to assess their competence level related to the 12 Practising Teacher Criteria. The tool consists of 12 tables and each one corresponds to one of the 12 criteria. In these tables, teachers can find the key indicators of each criterion, along with proposed questions to guide the self-assessment practice and, finally, strategies that may help improve the teacher’s competence level. In addition, there is a guide after each table to help the teacher know what evidences related to that criterion may look like.

  • Target: primary-teachers
  • Year: 2016
  • Type of assessment: ethical-commitment
中学教师职业道德考核评分表

该工具是参考德国法律而建立的。 该指标体系分为爱国守法,爱岗敬业,爱护学生,教书育人,为人师表,终身学习六个部分。可用于多维评估对象(学生,家长,上级,同事,老师自己)来评估实施的情况,评估量表(0-10分)。

  • Target: not-specified
  • Year: 2016
  • Type of assessment: ethical-commitment
小学教师师德自我评价

根据师德的定义,从六个维度(道德意识,道德标准,道德范畴,品德修养和道德行为)共设计了39个问题。 重测信度为0.825,有效性为0.846。

  • Target: not-specified
  • Year: 2004
  • Type of assessment: ethical-commitment
中小学教师专业伦理现状调查问卷

该问卷分为六个维度:教师的教育理念和教育与信仰的现状,教师教学行为的方式,师生互动方面的现状,师生互动的现状,教师与学校和社会责任与道德观,教师职业道德整体评估与实践的构建方法。 问卷总体可靠性系数值为0.82。

  • Target: not-specified
  • Year: 2009
  • Type of assessment: ethical-commitment
教师合作中专业伦理问题调查问卷

在文献研究的基础之上,该论文将问卷设计为四个维度:教师合作方面的道德规范,公开课的道德规范,集体备课的道德规范和辅导中的道德规范。 问卷总体可靠性为0.78。

  • Target: not-specified
  • Year: 2012
  • Type of assessment: ethical-commitment
学校道德领导问卷

在文献研究的基础上,该论文将学校德育领导的理论构建分为五个维度:道德素质与修养; 以人为本的管理理念; 道德鼓励; 增强自身和下属的道德意识; 专业性和能力。 本调查问卷总共有21个问题和一个由他人评估的量表,量表使用Likert 6分评分法,1-完全不符合,2-不符合,3-有些不符合,4-有些一致,5-比较一致,6-完全符合。 总量表的内部一致性系数为0.933,总量表的半可信度为0.837; 各维度与总分数之间的相关系数为0.761-0.831。

  • Target: not-specified
  • Year: 2014
  • Type of assessment: ethical-commitment
量表 +C8:D10

在参考国内外已有研究的相关量表题目的基础上,这个项目是在参考了开放的问卷调查与访谈的结果以及四个维度的操作性定义(保护意识,责任感,自尊心和尊重意识)编写而成的。 编制问卷调查题目。“教师道德情绪初步调查问卷”中共有43项,其中正面评分36项,反向评分7项。 采用李克特五点评分法,分为完全不符合,相对不符合,不确定,比较符合五个选项,相对应1-5分。 总量表的内部一致性信度为0.827,半信度为0.833。 量表项目与总分呈现着显著和适度的相关,关联系数为0.441-0.630。

  • Target: not-specified
  • Year: 2014
  • Type of assessment: ethical-commitment
Management: Assessing your ethical decision making skills

Survey is part of a management tutor series online and therefore does not have a corresponding research paper providing validation. Written by McGraw-Hill & Irwin. Questions taken from Lockheed Martin 1997-1998 ethics awareness training module.

  • Target: generic
  • Year: not-specified
  • Type of assessment: ethical-commitment
Teacher Responsibility Scale (TRS)

The Teacher Responsibility Scale (TRS; Lauermann & Karabenick, 2013) measures teachers' sense of responsibility for educational outcomes. Based in part on a review of the relevant literature, initial items were developed to represent five areas of responsibility. The items were designed to be rated on an 11-point scale ranging from 0 to 100 in 10-point increments. Based on the responses of German pre-service teachers, CFA indicated the expected five-factor model had only marginally acceptable fit to the data. EFA revealed a 13-item four-factor model consisting of Student Motivation, Student Achievement, Relationships with Students, and Teaching. CFA verified this model had good fit. Reliability analysis yielded Cronbach's alphas ranging from .78 to .84. Further analyses with the TRS and a parallel measure of teacherefficacy indicated that the two instruments measure empirically distinguishable constructs even after holding the item content parallel in both scales. In a subsequent study, the TRS was translated from German into English for use with in-service teachers in the U.S. (one item was excluded in this study due to lack of applicability, and a seven-point response scale was used). CFA once again verified the four-factor structure, and internal consistency was satisfactory

  • Target: primary-teachers
  • Year: 2013
  • Type of assessment: ethical-commitment
The Ethics Position Questionnaire

Describes behaviours with ethical implications that assess tindividuals differences of moral judgement.

  • Target: generic
  • Year: 1980
  • Type of assessment: ethical-commitment
NAMSS Professional Ethics Self-Assessment Tool

Created by NAMSS so currently specific to their own organisation (healthcare). Some subsections could be used as a tool and overlap into areas such community and inclusion.

  • Target: generic
  • Year: not-specified
  • Type of assessment: ethical-commitment