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The RAND Education Assessment Finder provides information about assessments of K-12 students’ interpersonal, intrapersonal, and higher-order cognitive competencies. Get started by filtering, reviewing, and comparing assessments on this page.

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  • ACA Youth Outcomes Battery: Youth Measures (YOB)

    Developed by the American Camp Association (ACA), the Youth Outcomes Battery (YOB) was designed to measure a wide range of outcomes to help evaluate camp program goals and document youth growth and improvement.

  • Academic Amotivation Inventory (AAI)

    The Academic Amotivation Inventory (AAI) assesses students’ lack of motivation toward academics, particularly focused on their reasons for not wanting to study or do their homework.

  • Academic and Social Self-Efficacy Scale (ASSESS)

    Academic and Social Self-Efficacy Scale (ASSESS) measures academic and social self-efficacy of elementary school students. It can be used to predict academic and social status.

  • Academic Diligence Task (ADT)

    The ADT is a direct assessment of students' willingness to focus on tedious academic tasks rather than play games.

  • Academic Motivation Scale (Elementary) (AMS)

    The Academic Motivation Scale (AMS) measures extrinsic and intrinsic motivation toward education.

  • Academic Motivation Scale (High School) (AMS)

    The Academic Motivation Scale (AMS) measures extrinsic and intrinsic motivation toward education.

  • ACT Tessera

    The ACT Tessera Social and Emotional Learning Assessment System was developed to measure social and emotional skills that are associated with success in school, career, and life. The system can be used by educators to select, develop, and implement programs or interventions to improve these skills in children and adolescents.

  • Active and Engaged Citizenship (AEC)

    The Active and Engaged Citizenship Questionnaire assesses the emotional, cognitive, and behavioral components of active, engaged citizenship.

  • Activity Self-Regulation Questionnaire (A-SRQ)

    The Activity Self-Regulation Questionnaire (A-SRQ) measures youth's motivations for participating in a variety of extracurricular activities.

  • Adolescent Coping Orientation for Problem Experiences (A-COPE)

    The Adolescent Coping Orientation for Problem Experiences (A-COPE) is a self-report measure of coping strategies appropriate for use with adolescents.

  • Adolescent Emotion Regulation Questionnaire (AERQ)

    The Adolescent Emotion Regulation Questionnaire (AERQ) was designed to measure emotional regulation strategies.

  • Adolescent Resilience Questionnaire (ARQ)

    The Adolescent Resilience Questionnaire (ARQ) measures adolescents' resilience and their capacity to achieve positive outcomes despite stressors. It includes measures of resilience within self, and in family, school, peer, and community domains.

  • Adolescent Self-Regulatory Inventory (Adolescent) (ASRI-A)

    The Adolescent Self-Regulatory Inventory (ASRI) questionnaire measures short-term and long-term self regulation and was designed for use by researchers interested in studying self-regulation in adolescents.

  • Adolescent Self-Regulatory Inventory (Parent/Child) (ASRI-P/C)

    The Adolescent Self-Regulatory Inventory (ASRI) questionnaire measures short-term and long-term self regulation and was designed for use by researchers interested in studying self-regulation in adolescents.

  • Afterschool Outcomes Measures Online Toolbox (Staff and Teacher Reports)

    The Afterschool Outcomes Measures Online Toolbox assesses students' skills, behaviors, and attitudes, and can be used to evaluate the quality of a child's experience in out-of-school programming.

  • Afterschool Outcomes Measures Online Toolbox (Youth Reports)

    The Afterschool Outcomes Measures Online Toolbox assesses students' skills, behaviors, and attitudes and can be used to evaluate the quality of a child's experience in out-of-school programming.

  • AML-R Behavior Rating Scale (AML-R)

    The AML-R is a 12-item, teacher-completed, quick-screening tool that aids in identifying children experiencing school adjustment problems. Comparison of a child's relative position across three scales can help to identify a particular problem area and assist mental health professionals in determining an approach that will best meet a child's specific needs.

  • Arke Primack Scale (APS)

    The Are Primack Scale (APS) measures media literacy and critical thinking.

  • Assessment of Social Perspective-Taking Performance (ASPP)

    The Assessment of Social Perspective-Taking Performance (ASPP) uses scenarios to assess students' social perspective-taking competency.

  • Attitudes and Behaviors Survey (A&B)

    The Attitudes and Behaviors survey provides youth-serving organizations with information about their students’ strengths and the competencies (developmental assets) they will need to be successful in school and beyond. Survey results can be used to develop and plan school or community-based supports for young people.

  • Bar-On Emotional Quotient Inventory: Youth Version (Bar-On EQ-i:YV)

    The Bar-On Emotional Quotient Inventory: Youth Version (Bar-On EQ-i: YV) measures emotional intelligence, including the ability to understand feelings, empathize with others, and adapt to new and changing environments and contexts.

  • Bar-On Emotional Quotient Inventory: Youth Version (Short) (Bar-OnEQ-i:YV(S))

    The Bar-On Emotional Quotient Inventory: Youth Version (Bar-On EQ-i: YV) measures emotional intelligence, including the ability to understand feelings, empathize with others, and adapt to new and changing environments and contexts. This is the short form of this assessment.

  • Basic Empathy Scale (BES)

    The Basic Empathy Scale (BES) measures affective and cognitive empathy.

  • Battelle Developmental Inventory, 2nd edition (BDI)

    Battelle Developmental Inventory, Second Edition Normative Update (BDI-2 NU) is an early childhood instrument based on the concepts of developmental milestones. As a child develops, he or she typically attains critical skills and behaviors sequentially from simple to complex. BDI-2 NU helps measure a child's progress along this developmental continuum by both global domains and discrete skill sets. BDI-2 NU is aligned to the three OSEP Early Childhood Outcomes, as well as the Head Start Child Outcomes. It can be used to meet the federal reporting requirements across Part C, Part B/619, and Head Start programs. The BDI-2 NU includes re-weighted normative data based on 2015 U.S. Census data projections to meet federal requirements for eligibility.

  • Behavior Assessment System for Children (BASC)

    The Behavior Assessment System for Children (BASC) is used to monitor changes in children’s behavior or emotional status.

  • Behavior Assessment System for Children (Parent Rating Scales) (BASC-3PRS)

    The Behavior Assessment System for Children (BASC) is used to monitor changes in children’s behavior or emotional status.

  • Behavior Assessment System for Children (Self-Report of Personality) (BASC-3SRP)

    The Behavior Assessment System for Children (BASC) is used to monitor changes in children's behavior or emotional status.

  • Behavior Assessment System for Children (Student Observation System) (BASC-3SOS)

    The Behavior Assessment System for Children (BASC) is used to monitor changes in children’s behavior or emotional status.

  • Behavior Assessment System for Children (Teacher Rating Scales) (BASC-3TRS)

    The Behavior Assessment System for Children (BASC) is used to monitor changes in children’s behavior or emotional status.

  • Behavior Intervention Monitoring Assessment System-Parent Form (BIMAS-2)

    The Behavior Intervention Monitoring Assessment System-Parent Form (BIMAS-2) measures social, emotional, and behavioral functioning in children and adolescents ages 5 to 18 years. BIMAS-2 can be used for behavioral screening, monitoring student progress, or evaluating interventions and programs designed to address behavioral concerns and adaptive skills.

  • Behavior Intervention Monitoring Assessment System-Student Form (BIMAS-2)

    The Behavior Intervention Monitoring Assessment System-Student Form (BIMAS-2) measures social, emotional, and behavioral functioning in children and adolescents ages 5 to 18 years. BIMAS-2 can be used for behavioral screening, monitoring student progress, or evaluating interventions and programs designed to address behavioral concerns and adaptive skills.

  • Behavior Intervention Monitoring Assessment System-Teacher Form (BIMAS-2)

    The Behavior Intervention Monitoring Assessment System-Teacher Form (BIMAS-2) measures social, emotional, and behavioral functioning in children and adolescents ages 5 to 18 years. BIMAS-2 can be used for behavioral screening, monitoring student progress, or evaluating interventions and programs designed to address behavioral concerns and adaptive skills.

  • Behavioral and Emotional Rating Scale-Parent Form (BERS-2)

    Designed for use in schools, mental health clinics, juvenile justice settings, and child welfare agencies, the Behavioral and Emotional Rating Scale – Second Edition (BERS-2) helps to measure the personal strengths and competencies of children ages 5-0 through 18-11.

  • Behavioral and Emotional Rating Scale-Student Form (BERS-2)

    Designed for use in schools, mental health clinics, juvenile justice settings, and child welfare agencies, the Behavioral and Emotional Rating Scale – Second Edition (BERS-2) helps to measure the personal strengths and competencies of children ages 5-0 through 18-11.

  • Behavioral and Emotional Rating Scale-Teacher Form (BERS-2)

    Designed for use in schools, mental health clinics, juvenile justice settings, and child welfare agencies, the Behavioral and Emotional Rating Scale – Second Edition (BERS-2) helps to measure the personal strengths and competencies of children ages 5-0 through 18-11.

  • Berkeley Puppet Interview (BPI)

    The Berkeley Puppet Interview (BPI) uses puppets to conduct structured and clinical interviews that assess children's perceptions of themselves, their families, and their school environments.

  • Brief Self-Control Scale (BSCS)

    The Brief Self-Control Scale (BSCS) is a measure of individual differences in self-control.

  • Bryant Empathy Scales for Children

    The Bryant Empathy Scales were designed to measure empathy in children and adolescents in order to foster an understanding of how empathy develops and how it relates to social development.

  • California Critical Thinking Disposition Inventory (CCTDI)

    The California Critical Thinking Disposition Inventory (CCTDI) measures the dispositional aspect of critical thinking.

  • California Healthy Kids Survey - Social Emotional Health Module (CHKS-SEHM)

    The California Healthy Kids Survey (CHKS) measures school climate, healthy behaviors, and youth resiliency. It is used by school districts to address the needs of youth. The Social Emotional Health Module (SEHM) is an additional module that offers a strength-based assessment of the skills and competencies that students need to be successful in school, career, and college.

  • California Measure of Mental Motivation (CM3)

    The California Measure of Mental Motivation (CM3) measures cognitive engagement and motivation toward problem solving and learning.

  • CampusReady

    CampusReady improves college and career readiness for students through a self-diagnostic online tool that provides data, reports, recommendations, and links to resources for both students and staff.

  • Child and Adolescent Wellness Scale (CAWS)

    The Child and Adolescent Wellness Scale (CAWS) is a self-report instrument that assesses the social and emotional competencies of children and adolescents. It has been used primarily for research purposes.

  • Child Rating Scale (CRS)

    The CRS is used as a screening measure to rate a child's socio-emotional behaviors.

  • Child Social Achievement Goals Measure

    The Social Achievement Goals survey is a self-report measure of social skills and competencies.

  • Children's Anger Management Scale (CAMS)

    The Children's Anger Management Scale (CAMS) is designed to understand how children manage anger.

  • Children's Behavior Questionnaire (CBQ)

    The CBQ uses caregiver reports to provide a detailed profile of young children's temperament. The CBQ was designed to be used for research purposes.

  • Children's Behavior Questionnaire Short Form (CBQ-SF)

    The CBQ-SF uses caregiver reports to provide a detailed profile of young childrens' temperament. The CBQ-SF was designed to measure the same domains as the CBQ with fewer items. It was designed to be used for research purposes.

  • Children's Behavior Questionnaire Very Short Form (CBQ-VSF)

    The CBQ-VSF uses caregiver reports to provide a detailed profile of young children's temperament. The CBQ-VSF was designed to measure three broad domains (rather than the 15 specific domains measured by the CBQ). It was designed to be used for research purposes.

  • Children's Hope Scale (CHS)

    The Children's Hope Scale (CHS) is a six-item self-report measure of children's perceptions that their goals can be met.