Home
Psychological tests
Teaching Style Effectiveness Scale

Teaching Style Effectiveness Scale Test

Understand your teaching communication style and self-regulation in just 5 minutes. Get clear insights to build your strengths, spot gaps, and choose strategies that work in real classrooms.

Start Online Test

Questions: 245 minutes

Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.

08:30

October 2, 2025

October 2, 2025
Material has been updated

October 2, 2025
Material has been published

13354 views

851 completion

731 likes

Scale Explorer

How the Scales are Structured

example score

0/4

Ineffective Methods (IM)

Measures a future teacher’s tendency to rely on ineffective reinforcement and classroom management methods during instructional interactions.

Low tendency

Balanced/average

High tendency

-4 – -0.01: Low tendency | 0: Balanced/average | 0.01 – 4: High tendency

A score of 0 suggests an average or balanced tendency toward ineffective methods, with no clear lean toward either more or less productive strategies.

example score

-1/4

Effective Methods (EP) (EM()

Measures a future educator’s tendency to prefer productive, effective methods of reinforcing and guiding student behavior during instruction.

Less Effective Preference

Mixed Effectiveness

More Effective Preference

-4 – -1: Less Effective Preference | 0: Mixed Effectiveness | 1 – 4: More Effective Preference

A score of -1 suggests a slightly lower-than-average preference for using effective reinforcement methods, indicating room to strengthen productive teaching approaches.

example score

-6/8

Teaching Style Effectiveness (TSE)

Measures the balance between effective and ineffective pedagogical methods used to regulate classroom communication and reinforcement.

Leans Ineffective

Balanced

Leans Effective

-8 – -1: Leans Ineffective | 0: Balanced | 1 – 8: Leans Effective

A score of -6 indicates a strong tilt toward ineffective teaching approaches, suggesting current classroom regulation and reinforcement habits may reduce instructional effectiveness.

Start Online Test

just completed the test

DATA-BASED USER COHORTS

Who Usually Takes This Test?

Education majors in training

46%OF USERS

Student teachers take it to see which classroom communication and reinforcement style feels natural and what to strengthen before practicum.

University teacher educators

32%OF USERS

Lecturers and practicum supervisors use it to understand trainees’ self-regulation patterns and tailor feedback and coaching.

Early-career classroom teachers

22%OF USERS

New teachers take it to reflect on how they set pace, manage behavior, and balance support with rules in real lessons.

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

Scale Results
— Explained Clearly

Your scores across each test scale, translated into plain, usable insights. Not just numbers, but what they actually mean for your daily life, emotional state, and overall well-being.

AI-Powered
Interpretation

A structured, clinically grounded explanation. Our AI analyzes patterns and relationships between scales to provide a coherent interpretation — without alarmist language.

Statistical
Comparison

See how you compare to others. Your scores are placed in a statistical context, showing percentiles and trends based on anonymized platform data to help you understand what`s typical.

Practical
Recommendations

Actionable guidance tailored to your profile. Receive clear, realistic suggestions you can apply immediately — focused on coping, self-regulation, and realistic next steps.

AI-Detected
Insights

Key patterns you might not notice on your own. Surfacing subtle connections in your responses that help you better understand what may be driving your current results.

Discuss with
an AI Psychologist

Clarify, reflect, and explore right away. Talk through your outcomes, ask questions, and explore meanings in a calm, non-diagnostic dialogue environment.

Start Online Test

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.

Ineffective Methods (IEM) (IM()

Average

1.1

Normal range

0 — 2.1

min.

-4

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.

Effective Methods (EM) (EM()

Average

-0.3

Normal range

-1.7 — 1.1

min.

-4

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.

Effectiveness Scale of Teaching Style (ESoTS)

Average

-1.3

Normal range

-4.1 — 1.5

min.

-8

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.

Start Online Test

Featured On

Rated 4.8/5 by Our Customers

“Freudly really helped me discover parts of my personality I hadn’t noticed before. It strengthened the areas where I needed to grow and made me feel more grounded and confident in the parts that already worked well.”

— Emma C., US

“I wanted to understand how serious my ADHD is, and now I finally do. I also realized I need to work on my self-esteem. It has been low for a long time, and that makes daily life harder than it should be.”

— Mateo R., CA

“Reading each question felt like someone really understood me. Even though I’ve already dealt with much of this, reflecting still helped me learn something new about myself.”

— Caroline F., US

“The process is simple. The test covers everything you need, and you’ll get a clear breakdown of your results. For just a few dollars, it’s a great value.”

— Klara N., CZ

“I kept thinking there might be a small chance, but now I know for sure. The questions were easy to understand, and the whole process was straightforward.”

— Bruno M., BR

“I really enjoyed this experience. I learned a lot, and it helped me make sense of my thoughts and the feeling I’ve had for a long time that I may have grown up with undiagnosed ADHD.”

— Alice B., FR

“Great platform — the insights were genuinely meaningful!”

— Daniel W., DE

“Everything was easy to follow. The tools you get at the end are genuinely helpful for self-growth, and the price is very reasonable. I really appreciate that.”

— Sofia M., ES

“Surprisingly accurate — honestly didn’t expect it to nail things so well.”

— Adir B., IL

“There are lots of different tests to pick from, and the price is surprisingly low for how much insight you get.”

— Olivia W., CA

“I was pleasantly surprised when I read the results. It was as if someone had sorted out my messy thoughts and given me useful tips to help me speak with more confidence.”

— Grace O., IE

“It was really solid, very detailed, and it actually helped me make sense of a lot of things.”

— Carla T., TT

“I was really impressed with the report. It was clear, thoughtful, and it reflected things I’ve been noticing about myself.”

— Jade H., US

“The questions made me think deeply and helped me become more self-aware.”

— Brooke S., US

“Reading through most of the questions made me feel understood. Although I’ve already worked through some of these issues, the questions still gave me useful insights and helped me learn more about myself.”

— Ryan M., US

“I usually take one or two tests each month, and this has become a good way for me to see how I’m doing.”

— Lucas W., US

“Most of the time, my results are in the 90 to 98th percentile compared to others. It really makes me feel like there’s something unique about me.”

— Ethan C., US

“I tried out some of the AI’s suggestions, and to be honest, they worked much better than I thought they would. Maybe this thing really is smarter than me.”

— Reece D., AU

Trusted by 22k+ Users Worldwide

CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this scale measure?

It measures preferred approaches to classroom interaction, including pacing of instructional dialogue and self-regulation during teaching. It also indicates common reinforcement methods used to guide student behavior.

Who is this scale intended for?

It is intended for individuals in teacher preparation and related training settings. It may also be used with practicing educators for skills review.

How is the scale completed?

The respondent reads brief classroom situations and selects the response style that feels most natural. There are 24 items and completion typically takes about 5 minutes.

Are there right or wrong answers?

No, items are designed to reflect different teaching styles rather than correctness. Responses should reflect typical behavior, not an idealized approach.

How should results be used?

Results are used to identify relative strengths and areas for development in instructional communication and reinforcement style. They support targeted skill practice and individualized training recommendations.

WHAT THE TEST MEASURES

About This Assessment

Teaching Style Effectiveness Scale Test

pedagogy

This measure is used to characterize perceived effectiveness in instructional communication and classroom interaction patterns. The Teaching Style Effectiveness Scale is commonly administered in teacher-training and educational settings to support structured reflection on how an individual approaches guidance, feedback, and behavioral expectations.

Respondents rate 24 items in about 5 minutes, yielding a brief self-report profile that can inform discussion of strengths and areas for further development. As described by Gary D. Sherman and John C. Flanagan, the Teaching Style Effectiveness Scale is best interpreted as an adjunct to supervision or skills-based training rather than a stand-alone indicator of teaching competence.

Author: Gary D. Sherman, John C. Flanagan

Literature: Darling-Hammond, L. The right to learn: A blueprint for creating schools that work. Jossey-Bass. 1997.; Danielson, C. Enhancing professional practice: A framework for teaching. Association for Supervision and Curriculum Development. 1996.

Test Question Form