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Express Assessment of Teachers' Pedagogical Orientation3

Express Assessment of Teachers' Pedagogical Orientation Test

This 40-question questionnaire takes about 8 minutes; the Express Assessment of Teachers' Pedagogical Orientation Test highlights your orientation toward intellectual values, interest in the subject taught, organization, and communication. Its concise profile can support self-reflection on teaching strengths, professional priorities, and the ways you prefer to work with students and colleagues.

Questions: 408 minutes

Express Assessment of Teachers' Pedagogical: sample question card

October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published

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1,896 completions

1,615 likes

Daniel Hall Psychologist · Test reviewer

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Scale Explorer

How the Scales are Structured

IntellectualI

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

example score2/10

2/10Lowexample score

0 – 4Low

5 – 8Moderate

9 – 10High

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

Subject OrientationSO

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

example score4/10

4/10Moderateexample score

0 – 2Low

3 – 6Moderate

7 – 10High

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.

OrganizerO

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

example score7/10

7/10Highexample score

0 – 2Low

3 – 6Moderate

7 – 10High

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

CommunicatorC

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

example score3/10

3/10Lowexample score

0 – 3Low

4 – 7Moderate

8 – 10High

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.

Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.

Shaded area — where most people score

Dot — the average

You — your score lands on each curve after the test— your score, after the test

IntellectualI

You?

Average4

Typical rangeTypical2.3 – 5.7

Possible0 – 10

Subject lineSl

You?

Average6.9

Typical rangeTypical5.7 – 8.2

Possible0 – 10

OrganizerO

You?

Average6.9

Typical rangeTypical5.3 – 8.6

Possible0 – 10

CommunicatorC

You?

Average3.6

Typical rangeTypical2.3 – 5

Possible0 – 10

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SAMPLE QUESTIONS

Example Questions From the Test

This questionnaire lists characteristics that may apply to you to a greater or lesser extent. Please read each statement carefully. If you can say, “True—the described characteristic is typical of my behavior or applies to me to a greater extent,” select “Yes.” If you believe the described characteristic is not typical of your behavior or applies to you only to a minimal extent, select “No.”

- Yes
- No
- Yes
- No
- Yes
- No

These are 3 of the 40 real questions — the rest appear in the test. No sign-up needed to start.

WHAT THE TEST MEASURES

Express Assessment of Teachers' Pedagogical Orientation Test - Description and methodology of the test

pedagogy

Teachers who want to reflect on the values and working habits they bring to instruction may find this profile useful, especially when considering classroom priorities, professional development, or relationships with learners and colleagues. The Express Assessment of Teachers' Pedagogical Orientation Test organizes those reflections into several complementary directions. As a teacher orientation assessment, it describes tendencies rather than ranking one style as universally best.

What This Assessment Explores

Questions address knowledge, morality, independence, order, group life, subject learning, and concern for others. Together, these themes form an orientation profile, not a measure of teaching quality. The teaching orientation profile shows which directions are prominent in the respondent's self-description.

The scales are:

Intellectual (0-10) measures orientation toward enlightenment, high intellectual functioning, and spiritual values; higher scores reflect stronger striving to develop and transmit cultural and intellectual values, while lower scores indicate less pronounced qualities; Low 0-4, Moderate 5-8, High 9-10.
Subject Orientation (0-10) measures interest in the taught subject; higher results indicate stronger engagement; Low 0-2, Moderate 3-6, High 7-10.
Organizer (0-10) measures planning, coordination, and instructional structure; higher results indicate stronger organization; Low 0-2, Moderate 3-6, High 7-10.
Communicator (0-10) measures interpersonal engagement in professional and personal contexts; higher results indicate stronger communication; Low 0-3, Moderate 4-7, High 8-10.

Methodology and Scientific Basis

Each statement uses a Yes/No response, asking for self-description rather than graded performance, direct observation, or an external rating of teaching behavior. Professional preferences and everyday interpersonal tendencies are grouped into the four displayed scales, connecting self-description with teaching-related priorities and classroom interaction. The questionnaire's scoring key determines each answer's contribution; the visible ranges alone do not reveal the point allocation.

The online pedagogical orientation questionnaire is conceptually consistent with MADPNAU (Koreljakov, 1997), a rapid assessment of teachers' pedagogical orientation, but is not presented as an adaptation of it; its own standardization and validation status is not established. Rogov (1995) supplies related educational psychology context for motives, subject commitment, organization, and interaction.

Interpret bands comparatively: a high result marks a more pronounced direction, while a low result means that direction is less evident in the responses. The displayed bands do not establish population norms or clinical cutoffs. Current context, role, mood, and candor can affect self-report, so use the profile for structured reflection rather than diagnosis or a stand-alone judgment of teaching competence.

Author: Lee S. Shulman

Literature:

Koreljakov, Yuriy A. (1997). Method of Rapid Diagnostics of Teacher's Pedagogical Orientation (MADPNAU). Psychological Science and Education, 2(2), Article 11. 10.17759/pse
Rogov, Evgeny Ivanovich. (1995). Handbook of the Practical Psychologist in Education: A Training Manual. Moscow: Vlados. ISBN 5-87065-045-3

Updated: 2025-10-02