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Express Assessment of Teachers' Pedagogical Orientation

Express Assessment of Teachers' Pedagogical Orientation Test

Understand your teaching style and role immersion in about 8 minutes. Get fast, practical insights to strengthen classroom impact, support growth, and reduce burnout risk.

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Questions: 408 minutes

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08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

12534 views

1222 completions

1035 likes

Scale Explorer

How the Scales are Structured

example score

2/10

Intellectual (I)

Measures the extent to which a teacher emphasizes intellectual and spiritual-cultural values, enlightenment, and personal growth in their pedagogical role.

Low

Moderate

High

0 – 4: Low | 5 – 8: Moderate | 9 – 10: High

A score of 2 falls in the Low range, suggesting cultural-moral and enlightenment-focused elements are less prominent in the current teaching style.

example score

4/10

Subject Orientation (SO)

Measures the extent to which a teacher’s work is centered on deep engagement with and interest in the taught subject content.

Low

Moderate

High

0 – 2: Low | 3 – 6: Moderate | 7 – 10: High

A score of 4 indicates a moderate subject orientation, suggesting a balanced interest in the discipline without a strong emphasis on subject-depth as the primary teaching focus.

example score

7/10

Organizer (O)

Measures the extent to which a teacher emphasizes planning, coordination, and structured management of the educational process.

Low

Moderate

High

0 – 2: Low | 3 – 6: Moderate | 7 – 10: High

A score of 7 falls in the High range, suggesting a strong tendency to organize, structure, and coordinate classroom processes.

example score

3/10

Communicator (C)

Measures a teacher’s orientation toward communication and active interpersonal interaction in professional and everyday contexts.

Low

Moderate

High

0 – 3: Low | 4 – 7: Moderate | 8 – 10: High

A score of 3 falls in the Low range, suggesting communication and interaction are less emphasized and may be used more selectively in teaching situations.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Practicing classroom teachers

44%OF USERS

They take it to see their dominant teaching style, spot professional distortions, and adjust communication, structure, or subject focus before burnout builds.

New teachers and trainees

33%OF USERS

They use it to quickly understand how they naturally interact with students and what skills to develop for confident classroom work.

School leaders and HR

23%OF USERS

They take it to support staff development, match mentoring and training to strengths, and build balanced teams with complementary teaching styles.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Intellectual (I)

Average

Normal range

2.3 — 5.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Subject line (Sl)

Average

6.9

Normal range

5.7 — 8.2

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Organizer (O)

Average

6.9

Normal range

5.3 — 8.6

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Communicator (C)

Average

3.6

Normal range

2.3 — 5

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this assessment measure?

It screens for a teacher’s dominant pedagogical orientation and typical interaction style in classroom work. It also flags common long-term role-related tendencies that may affect professional functioning.

How long does it take and how many items are included?

Estimated completion time is about 8 minutes. The questionnaire contains 40 items.

What teaching style categories are reported?

Results are summarized across four styles: Communicator, Organizer, Subject Specialist, and Intellectual. Each style reflects a different emphasis in teaching behavior and professional values.

How should items be answered?

Select the response that best matches typical behavior in teaching situations. Use the first, most accurate impression and avoid overthinking individual items.

How should results be used?

Results support self-reflection, targeted skill development, and planning for professional growth. They are not a diagnosis and should be interpreted alongside other information when used for decisions.

WHAT THE TEST MEASURES

About This Assessment

Express Diagnostic Method for Teacher's Pedagogical Orientation Test

Express Assessment of Teachers' Pedagogical Orientation Test

pedagogy

This brief self-report measure is designed to screen teachers’ professional orientation and role-related behavioral tendencies in educational settings. The Express Assessment of Teachers' Pedagogical Orientation provides a structured snapshot of predominant pedagogical emphases that may be relevant to professional development planning.

The instrument includes 40 items and typically takes about 8 minutes to complete. Items focus on characteristic approaches to classroom interaction and instruction, with results commonly summarized as relative strengths across several pedagogical style domains (e.g., communication-focused, organization/management-focused, subject-mastery-focused, and values/ethics-focused). Attribution has been made to Lee S. Shulman.

Interpretation of the Express Assessment of Teachers' Pedagogical Orientation is intended to support reflective practice, supervision, and training needs assessment; it is not a stand-alone diagnostic tool. Results should be considered in context with collateral information (e.g., observation, performance feedback) and used to guide individualized goals and supports.

Author: Lee S. Shulman

Literature: Darling-Hammond, L., & Bransford, J. (Eds.). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass. 2005.; Fives, H., & Buehl, M. M. Examining the factor structure of the Teachers’ Sense of Efficacy Scale. The Journal of Experimental Education. 2010.

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