SAMPI: Needs Assessment Instruments Bibliography




	Needs Assessment Instruments Bibliography

	AAAS Scientific Literacy Survey Champagne, A.B., Lovitts, B.E., and Weiss, I. Available: American Association for the Advancement of Science Instrument for the measurement of scientific literacy. Academic Setting Evaluation Questionnaire* Mateo, M.A. & Fernandez, J. Available: Educational and Psychological Measurement, v55 n2, p.329-334 The Academic Setting Evaluation Questionnaire (ASEQ) was developed as a means by which academic settings may be evaluated by university faculty. It was designed to complement the traditional faculty evaluations made by students. The questionnaire consists of 27 items which evaluate three dimensions: satisfaction with university institutions; intradepartmental social climate; and relationships with students. Also included is a shorter, 16-item instrument consisting of the items determined to be most relevant. It may be used to carry out circular evaluations so that all units may evaluate one another in terms of objective criteria. The information gathered may be used in decision making processes with a view to perfecting university institutions. Technical data are included. ACT Evaluation Survey\Service: The Student Needs Assessment Survey American College Testing Program Iowa City, IA Available: American College Testing Program; Evaluation Survey Service, P. O. Box 168, Iowa City, IA 52243 This is an untimed instrument designed to enable students to express their individual needs for assistance and evaluate aspects of the high school environment and educational programs. Part of a system of survey instruments and scoring\reporting services designed to assist educational institutions in collecting and using information on students. For use in institutional planning and decision-making, to identify strengths and weaknesses in programs; determine student interests, concerns and opinions. Additional questions can be added by the user. ACT Evaluation\Survey Service for Educational Institutions and Agencies: Survey of Current Activities and Plans American College Testing Program Iowa City, IA Available: ACT, Evaluation\Survey Service, P.O. 168, Iowa City, IA 52243 The primary purpose of the ACT Evaluation\Survey Service (ESS) is to assist postsecondary educational institutions and agencies in the collection, interpretation, and use of student survey data for such purposes as institutional planning, research, evaluation, and self study. There are 11 survey instruments currently available and each is designed to address a single educational topic and audience. Items are broad enough in scope to be applicable to most postsecondary institutions, but specific enough to provide data which may be readily translatable into institutional action. The Survey of Current Activities and Plans contains items related to students’ impressions of the college they are attending, their educational plans and activities, and employment plans. Assessing Science Education Needs Jenness, M. Available: SAMPI, Western Michigan University, Kalamazoo, MI 49008 This instrument is intended to gather information about science education needs at school and district levels. Assessment Exercises, Self Inventories, Tests and Survey Instruments* Training House, Inc., Princeton, NJ Available: Training House, Inc.; 100 Bear Brook Rd., P.O. Box 3090, Princeton, NJ 08540-3090 Designed for in-company use to produce measurably improved performance among employees at every organizational level. This series contains twenty assessment exercises, self-inventories, tests, and surveys for use as a resource and a needs assessment. Each exercise includes instructions for self-scoring and interpreting the results. Assessment of School Needs for Low-Achieving Students Beyer, F.S. & Houston, R.L. Available: Research for Better Schools; 444 N. Third St, Philadelphia, PA 19123 Identifies school staff needs for knowledge and\or skills to work successfully with low-achieving students. It is to be completed by teachers and administrators. The survey has nine scales, each relating to a school factor that has an important influence on academic success. Item content is tailored to low-achieving students. Results may be used to plan school improvement activities geared toward low-achieving students. ASTD Trainer’s Toolkit: Organization Performance Dimensions American Society for Training and Development. Alexandria, VA Available: Pfeiffer & Company; 8517 Production Avenue, San Diego, CA 92121 The American Society for Training and Development (ASTD) Trainer’s Toolkit series is designed to provide practitioners with working documents developed and used by other HRD practitioners. These needs assessment instruments can serve as a springboard for any professional new to the process as well as provide seasoned veterans with innovative approaches. Each toolkit includes journal articles for background information. An Organizational and Training Needs Assessment Survey was designed to collect data for both organizational development and individual training needs, which can be tailored to an organization’s specific needs. This instrument could serve as a generic skills assessment for most organizations. It is a self-assessment tool divided into two parts, with both sections using Likert scale responses. The job\worklife dimension section is an attitude survey that rates the employees satisfaction with the current level of some aspect or characteristics of job\worklife (for example, opportunity for growth and development, commitment, and enthusiasm to a job). The second section examines the skills, knowledge, and attributes dimensions. Respondents are asked to rate the importance of each dimension to their jobs and their current levels of proficiency in each dimension. The survey is administered by an external consultant. Building Level Effectiveness Survey Northwest Regional Educational Laboratory (NWREL). Portland, OR Available: NWREL, 101 S.W. Main St., Suite 500, Portland, OR 97204 Certain educational practices related to curriculum, instruction, and management, and assessment and evaluation at the school building level are measured by this 57-item questionnaire. A principal, leadership team, or whole school staff can appropriately complete the questionnaire. Each school may determine how the results will be used and how the questionnaire will be administered. Completing this questionnaire lays the groundwork for completing the Classroom Effectiveness Survey. Chicago Effective School Projects: The Needs Assessment Instrument Brandon, S. Available: Tests in Microfiche; Test Collection, Educational Testing Service, Princeton, NJ 08541 This Likert scale was designed for use in identifying areas of the school environment which may need attention in order to bring about more effective education. It is completed by principal, teaching and non-teaching staff, parents, students, and community members. Respondents prioritize assessment areas and rate each item as to frequency of occurrence from "always" to "rarely." Classroom Level Effectiveness Survey Northwest Regional Educational Laboratory (NWREL). Portland, OR Available: NWREL, 101 S.W. Main St., Suite 500, Portland, OR 97204 Certain educational practices related to curriculum, instruction and management, and assessment and evaluation at the classroom level are measured by this questionnaire. Classroom teachers may complete the 83-item questionnaire independently or through a coordinated group administration. This questionnaire should be administered after the teaching staff has completed the Building Level Effectiveness Survey. Instructions for completing the rating summary or results included on rating summary form. Contemporary Practices in Teaching Science in Elementary and Junior High School Townsend, R.D. Available: ERIC document reproduction service No. ED 028 942 This booklet is designed to direct elementary and junior high teachers of science in assessing and comparing their professional goals and practices with those of their colleagues and with current objectives and teaching behaviors recommended by specialists and researchers in science education and curriculum development. Each of the 36 statements related to practices in teaching science is documented by a separate bibliography. Other documented sections discuss objectives and current trends. A checklist for teachers to evaluate their teaching practices is also included. Design for Staff Development Preference Inventory Davis, W.J. Available: ERIC document reproduction service No. ED 159 143 This test is designed to assess prospective participants’ relative interests and levels of experience regarding a number of possible program topics for an inservice program for urban school principals. The Development, Field Test and Validation of an Inventory of Scientific Attitudes Moore, R.W. and Sutman, F.X. Available: Journal of Research in Science Teaching, vol. 7, p.85-94 1970 This instrument measures scientific attitudes of secondary students. It includes the following characteristics: use of several items to assess each attitude, provision for the respondent to indicate the extent of his acceptance or rejection of an attitude statement, and concern with intellectual and emotional scientific attitudes. The document includes description of the construction of the instrument and reliability and validity studies. Educational Process Questionnaire* Institute for Behavioral Research in Creativity, Salt Lake City, UT Available: Institute for Behavioral Research in Creativity, 1570 South 1100 East, Salt Lake City UT This instrument is intended primarily to aid teachers in their own self development by providing objective information about the processes used in teachers’ own classrooms. The questionnaire gathers student descriptions of classroom activities. By seeing classroom activities as perceived by the students, the teacher can focus on teaching skills that influence student behaviors. The instrument provides direction to a teacher’s self improvement effort by identifying five educational processes as target areas for continuing effort. The Reinforcement of Self Concept Scale concerns feedback students receive from the teacher. The Academic Learning Time Scale assesses how much class time teachers actually spend teaching. How quickly students receive feedback from teachers is assessed by the Feedback Scale. The Expectations Scale assesses whether students are expected to do their best. The Development of Multiple Talents Scale assesses emphasis on classroom activities to foster creativity, decision making, planning. This questionnaire should not be used as an evaluation of overall teaching performance. Questions are written at late third-grade level. The Effective Education Series. Indicators of Quality Schools: Instrument to Access Your School’s Quality Howard, E. and Others Available: Tests in Microfiche, Test Collection, Educational Testing Service, Princeton, NJ 08541 This series of instruments consists of checklists of school-wide practices or conditions found in schools known to have effective instructional programs. Teachers, students, and school personnel select from a list of school practices and conditions, those that prevail in the school system and judge the potential impact of each item. Ratings from "0" for absent to "3" for school-wide use are given to rate prevalence. Impact is rated "0" for none and "3" for "very positive." This is used for school self-studies, or accreditation, to identify areas for study and improvement. No technical information on the construction, or psychometric properties of the instrument was supplied. Guidelines for Self-Assessment: High School Science Programs Guidelines for Self-Assessment: Middle/Junior High School Science Programs Guidelines for Self-Assessment: Elementary School Science Programs National Science Teachers Association Available: National Science Teachers Association, 1742 Connecticut Avenue, N.W. Washington, DC 20009 This set of instruments is a comprehensive examination of science programs in schools. The instruments assist schools in identifying strengths and weaknesses in existing practices in science programs. The elementary set includes instruments that identify 1)goals, curriculum, instruction, and evaluation; 2)facilities, support system, and teacher preparation; 3)Administrator checklist; and a parent questionnaire. Middle School and High School sets also include an instrument that evaluates science student-teacher interactions. How to Evaluate Science Learning in the Elementary School Blackwood, P.E. and Porter, T.R. Available: ERIC Document Reproduction Service: ED 027 179 This documents gives techniques on how to evaluate science learning in the classroom. At the end of the document is an instrument that could be used for needs assessment when planning professional development. This is the "Teacher's Self-Evaluation Checklist." Inventory of Teacher Concerns Wick, J.W. & Smith, J.K. Available: American Testronics; P.O. Box 2270, Iowa City, IA 52244 The Classroom Inventory and the Individual Inventory are two components of the Inventory of Teacher Concerns. Each is structured with the acknowledgment that a wide range of variation exists with a group of children and within an individual child. The Individual Inventory is designed to help the teacher delineate specific areas of concern about a child, and will show a range of concerns or characteristics from which the teacher can make specific decisions. In-service Education Content Form (Administrative Version) Knox, A.B. and Others Available: ERIC document reproduction service No. 091 537 This instrument lists sixteen topics which could serve as the focus for in-service education activities for adult basic education courses. Respondents indicate the degree of emphasis placed on each topic in the past and the respondent’s perception of current needs. Topics concern program content and materials, environment, employee matters, teaching in general. (Teacher and aide form ERIC No. 007884) Job Skills Training Needs Assessment* Tagliagerri, L. Available: Talico, 2320 S. Third St., Jacksonville Beach, FL 32250-4057 The purpose of the Job Skills Training Needs Assessment (JSTNA) is to help improve employee job performance by identifying training needs related to the worker functions required for particular occupations. The instrument can be administered in 15 to 30 minutes, and contains 105 items that measure up to 21 job skill that are in three primary worker function categories: the specific functions that employees engage in as they deal with data, people, and things (equipment and machines). Kellogg Science Education Cluster Questionnaire Central Michigan University Kellogg Science Education Project, 1990 Summative evaluation instruments for teachers, lower elementary students, and upper elementary students who participated in Kellogg science project-sponsored activities. Also included is an instrument for measuring secondary students' attitudes toward science. Mathematics and Science Teacher Survey Michigan Statewide Systemic Initiative Available: SAMPI, Western Michigan University, 3210 Sangren Hall, Kalamazoo, MI 49008 This survey examines teacher preparation, teaching practices, assessment practices, attitudes, and environment of teachers K-12. Middle Grades Assessment Program Dorman, G. Available: Center for Early Adolescence; Department of Maternal and Child Health, School of Public Health, University of North Carolina, Carr Mill Mall, Suite 323, Carrboro, NC 27510 This series of observations and interviews is designed for use by professional or lay persons to assess the congruence between the middle school’s environment and the developmental needs of adolescents. Used by an assessment team composed of school personnel and parents. A leader’s manual provides a format for training sessions. It is intended to be used as a tool to serve as a basis for dialogue and consensus building, for example, between a PTA and other school personnel. Middle\Junior High School Evaluative Criteria. Revised ed. National Study of School Evaluation. Falls Church, VA Available: National Study of School Evaluation, 5201 Leesburg Pike, Falls Church, VA 22041 This is a series of guidelines for conducting a self-evaluation by an individual school or by a visiting committee in order to improve the school’s program and its delivery of services to children. Faculty members, administrators, parents and pupils are considered. Approximately one year is required for the entire study. Subcommittees must complete tasks in two to six weeks. Areas of subcommittee evaluation are: school and community, philosophy and goals, major educational priorities, design of curriculum, learning areas, individual faculty data, school staff and administration, student activities program, learning media services, student personnel services, school plant and facilities. National Diffusion Network (NDN) Skills Identification Capla Associates, Inc., Rochelle Park, N.J. Available: ERIC document reproduction service No. ED 166 811 The seven categories and items form an identification question covering specific skill needs and experience of linking agents participating in the NSN’s nationwide activities. Selected portions of this form may prove useful to managers of other types of dissemination projects. The seven categories are: comunication\interpersonal relationships, public relations and marketing, organizing,\planning, evaluation\documentation, problem solving\diagnosis, resource acquisition\utilization, and marketing\implementation. This instrument is found in "Assessment Instruments for Educational Linking Agent Training: A preliminary Compendium," (ERIC 166 811) and is also available from Far West Lab. for Educational Research and Development, San Francisco, CA. This compendium is the result of a search for suitable instruments to provide linking agent trainers with some assistance in the area of personnel and training assessment. National Study of the Impact of Research Apprenticeship Experience on Career Development Available: 314 Oxford Hall, 1712 Neil Avenue, Columbus, OH 43210 This instrument, which measures the impact of a research apprenticeship on career development, defines "research" as activities which result in development of logical or theoretical constructs and/or empirical data that are intended to produce generalizable results. National Study of School Evaluation: K-12 Evaluative Criteria National Study of School Evaluation. Falls Church, VA Available: National Study of School Evaluation, 5201 Leesburg Pike, Falls Church, VA 22041 This instrument was designed for use in the self-study and evaluation process, by individual schools with grades k-12. It covers: school and community (public schools); school and community (nonpublic schools); philosophy and objectives; curriculum (learning areas); curriculum (overview); individual faculty data; school staff and administration; student activities program; learning media services; student personnel services; school plant; plans and priorities. Needs Inventory Training House. Princeton, N.J. Available: Training House, P.O. Box 3090, Princeton, NJ08540 The needs assessment instrument is designed to obtain input from supervisors and managers on their needs. It is used to select topics and skill areas to be included in a management development program. NTE Specialty Area Tests: Educational Leadership, Administration and Supervision Educational Testing Service Princeton, NJ Available: NTE Programs; Educational Testing Service, P.O. Box 6051, Princeton, NJ 08541-6051 The NTE Program tests are standardized, secure examinations that are measures of academic achievement for college students in teacher education programs and for advanced candidates who have received additional training in specific fields. This test is designed to assess the professional knowledge and functions of an educational administrator or supervisor. Three major content categories covered are instructional leadership, administrative leadership and individual and group leadership skills. Some questions cover knowledge of trends, principles, and theories, data interpretation, identification of implications or consequences. Others cover the ability to generalize, determine priorities and relationships, integrate knowledge or theory to produce new information or patterns, and judge the value of a process or product on the basis of logical consistency. Organizational Competence Index Hall, J. Available: Teleometrics International, 1755 Woodstead Court, The Woodlands, TX 77380 This validated survey is based on a model of organizational functioning called competence theory which states that an organization can create rather than inhibit individual competence and the result will be a state of organized or collective competence. The OCI differentiates between high- and low-performing groups in an organization. It measures the amount of employee collaboration, commitment, and creativity allowed that supports organizational productivity. It also measures actual versus desired conditions. This survey is used to demonstrate competence theory, for feedback and analysis by managers, training needs analysis, comparison of groups, and as a pre- and post-test to determine effectiveness of management or organizational development activities. Profiling Teacher Development Programs: An approach to Formative Evaluation Network, Inc. Available: The National Center for Improving Science Education, 300 Brickstone Square, Suite 900, Andover, MA 01810 This document is a guide to the process of "program profiling." Instruments of the evaluation of teacher development programs are included. School Climate* Fisher, D. and Fraser, B. SET: Research Information for Teachers, Australia Available: SAMPI, Western Michigan University, Kalamazoo, MI 49008 This is a seven-scale instrument which measures the relationship dimension (student support, affiliation), personal development dimension (professional interest), system maintenance and system change dimensions (staff freedom, participatory decision making, innovation, and resource adequacy), and work pressure. School Climate Survey Teacher Satisfaction Survey Student Satisfaction Survey Parent Satisfaction Survey Kelley, E.A., Glover, J.A., Keefe, J.W., Halderson, C., Sorenson, C., and Speth, C. Available: National Association of Secondary Schools Principals, 1904 Association Drive, Reston, VA 22091 The school climate survey is normed for use with students in grades 6-12. Instrument readability is rated at grades 5-6. The school climate survey collects data on teacher-student relationships, security and maintenance, administration, student academic orientation, student behavioral values, guidance, student-peer relationships, parent and community-school relationships, instructional management, and student activities. The satisfaction surveys provide data on perceptions of teachers, fellow students, schoolwork, student activities, student discipline, decision-making activities, school buildings, supplies, and upkeep, and communication. Reliability and validity studies of the instruments are available. School Effectiveness Questionnaire, Elementary/Middle School Edition School Improvement Program; Detroit Public Schools. Detroit, MI Available: Detroit Public Schools Research and Evaluation Department; Schools Center Annex, 5035 Woodward Avenue, Detroit, MI 480202 This instrument assesses staff perceptions of the degree of existence in the school of seven research-based characteristics of schools and classroom effectiveness. These characteristics are school learning climate, clear school mission, instructional leadership, high expectations, effective instruction, frequent monitoring, home-school relations, reward, and praise. This questionnaire is the fifth edition of an instrument developed by the Connecticut State Department of Education. Changes made represent the modification of items to better fit the instructional programs in Detroit, as well as the incorporation of new items - both locally developed as well as those from other instruments. School Improvement Program Needs Assessment Questionnaires- Elementary Schools Dodson, A.G. and Others Available: Tests in Microfiche; Test Collection, Educational Testing Service, Princeton, NJ 08541 This is part of a series covering the elementary-secondary grades designed to measure school effectiveness as perceived by parents, teachers, students, and paraprofessional staff. This is measured in terms of perceived school mission, administrative leadership, expectations made of students, school climate, essential skills taught, monitoring of progress, parent and community relations, and resource allocation. Uses Likert-type agree\disagree scale. Number of questions per version varies from 50 to 60 with the teacher version having 100. Reliability is discussed, ranging from .94 to .96 across groups assessed and sub-areas. (Middle-school and high-school versions of test available). School Self-Assessment Service Seattle Public Schools, WA; University of Washington, Seattle Available: Jerry Bamburg; University of Washington, College of Education, M200 Miller Hall, DQ-12, Seattle, WA 98195 This battery of information- gathering tools is designed for use as a school quality assessment based on research on effective schools. Instruments are for staff, students, and parents. Twelve indicators are assessed: clear goals, strong leadership, dedicated staff, high expectations, frequent monitoring of student progress, early identification of learning difficulties, positive learning climate, curriculum continuity, multicultural education, sex equity, communication and parent\community\involvement. The six questionnaires require completion times which vary from 15 to 50 minutes. The School Goals Questionnaire is for both staff and parents. The School Assessment Questionnaire is for students. Technical information, manuals, and specimen sets are available. A school profile is produced from the data. Science Teaching in New Brunswick Grades 7, 8 and 9: Results of a Teacher Survey Conducted in May, 1990 McFadden, C.P. Available: ERIC Document Reproduction Service: ED 328 461 Survey examines some of the conditions of teaching, teachers' goals and instructional practices, and teachers' professional development needs and preferences. Instrument is included in report. Scientific Attitude Scale Billeh, V.Y. and Zakhariades, G.A. Available: Science Education, 59(2): 155-165 (1975) This instrument measures attitudes of secondary school students, university students, and science teachers towards science. Scientific Literacy Survey Champagne, A.B. Available: Educational Leadership, 47, 2 (Oct. 1989) Brief instrument measuring scientific literacy in the high school. Self Actualization Test* Reddin, W.J.; Sullivan, J.B. Available: Organizational Tests Ltd.; P.O. Box 324, Fredericton, NB, Canada, E3B This is an untimed instrument that measures the degree to which various personal needs are fulfilled. Intended to be used as part of a program which includes discussion of Maslow, Herzburg, and McGregor theories. Thus, the authors recommend setting aside between one and four hours for taking the test, scoring, and discussing the theories, scores and test items. Six-subject Subject Survey Instruments: Teacher questionnaire International Association for the Evaluation of Educational Achievement Stockholm, Sweden Available: ERIC document reproduction service No. 102 171 The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. This questionnaire is for science teachers and measures teacher background, attitudes, and how they regard the job of science teaching. The questions focus on the teachers views on practice work. Answer key can be found in ERIC document reproduction service No. 081 639. A Study of First Grade Effective Teaching Practices from the Project Star Class-size Research Bain, H. Available: ERIC Document Reproduction Service: ED 321 987 Teaching practices and professional and personal characteristics of 49 effecive first-grade teachers, and the materials they used, were studied in an effort to determine what effective teachers do to promote learning in reading and mathematics. The effective teacher practices survey instrument, a Project STAR grouping questionnaire, and a research synthesis on effective schooling practices are appended. A System Level Transition Needs Assessment: Step-byStep Procedures How to Conduct the Assessment Development associates, Inc. San Francisco, CA Available: ERIC document reproduction service: ED 301 997 or Resources in Special Education (RISE), 650 University Ave., Room 201, Sacramento, CA 95825 This document includes samples of 15 needs assessment instruments covering such program areas as client characteristics/demographic variables, standards for evaluating the quality of secondary special education programs, parent attitudes, community service program effectiveness, etc. Survey of MSSI Focus Districts (Design Team Version) Survey of MSSI Focus Districts (Superintendent's Version) Michigan Statewide Systemic Initiative Available: SAMPI, Western Michigan University, Kalamazoo, MI 49008 Instruments developed to gain a better understanding of the status and needs of Michigan school districts in science and math education. Training Needs Assessment Test* Tagliaferri, L.E. Available: Talico, Inc.; 2320 S. Third St., Suite #5, Jacksonville Beach, FL 32250 This instrument is used to evaluate the cognitive skills and leadership qualities of managers, supervisors and\or candidates for these positions. It is made up of two parts. Part I consists of objective items which measure the respondent’s understanding of management and supervisory principles, practices and behaviors. It evaluates a person’s understanding in the skills dimensions of coaching and counseling, communication, human relations, motivation, team building, leadership, employee discipline, performance management, problem solving\decision making, training, work assignments, planning and organizing, finance and cost control, productivity\quality improvement, and time management. Part II identifies leadership style orientation which includes adaptability. 1991 Upper Peninsula Science Needs Assessment Survey Upper Peninsula Intermediate School Districts This instrument measures needs in regard to curriculum, teacher preparation and training, facilities, student needs, community, equipment, and materials. What's Your A.Q.? Tom Potter Available: Science and Children, Oct, 1994. p.13 A brief assessment that measures teachers' knowledge of assessment practices in science. Work-Needs Assessment Inventory: Achievement, Affiliation and Power Doily, P. Available: University Associates; 8517 Production Avenue, San Diego, CA 92121 This instrument was designed to identify respondents’ own needs and the needs in the workplace that motivate people. Statements are rank ordered. The ordering reveals whether the respondents desire achievement, affiliation, or power as first, second, or third priorities. This is part of a large kit of instruments that may be reproduced as needed (up to 100 copies) without permission. For use by human resources development professionals in educational and training activities.
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