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Competence and Reasoning

Abbreviated Version of the Mathematics Anxiety Rating Scale (A-MARS)

Assessment Type: Self-administered questionnaire

This is an abbreviated (25-item version) of the original Mathematics Anxiety Rating Scale (MARS) instrument developed by Richardson and Suinn (for reference- see comments).The purpose of the study was to develop abbreviated version of MARS, and to find whether certain specific backgrounds (gender, socio-economic status) and academic variables can predict math anxiety.

Average Review: 3 (3.7)

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Assessing Women & Men in Education (AWE) Undergraduate Engineering Mentor Surveys

Assessment Type: Likert scale

The pre- and post-activity mentor surveys contain items to measure the impact of the mentoring role on the students' abilities as well as data to measure the effectiveness of the activity.

Average Review: 4 (4.0)

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Assessing Women & Men in Engineering (AWE) Undergraduate Engineering Mentee Survey

Assessment Type: Likert scale

Using the AWE Mentee surveys you can determine whether the mentoring program met its objectives and use this information to improve the activity and make evaluation decisions.

Average Review: 4 (4.0)

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BASICS Study ECS Student Implementation and Contextual Factor Questionnaire Measures

Assessment Type: Questionnaire

This questionnaire measures the implementation of Exploring Computer Science (ECS) curriculum, contextual factors that influence how students engage in the CS class, and socio-demographics.

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Citizen Science Central DEVISE Scales for Citizen Science

Assessment Type: Evaluation Instruments

The DEVISE project (Developing, Validating, and Implementing Situated Evaluation Instruments) at the Cornell University Lab of Ornithology developed a set of constructs and instruments to measure outcomes associated with citizen science such as interest, motivation, self-efficacy, and skills.

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College Biology Self-Efficacy Instrument

Assessment Type: Likert scale

This instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' desire to understand and study biology. By using the self-efficacy tool as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in more complex tasks during the course, and can learn which teaching strategies are most effective in building confidence among students to achieve biological literacy.

Average Review: 5 (5.0)

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Critical Thinking in Everyday Life

Assessment Type: 20 point-scale questions

This tool is part of a larger evaluation system used to measure the life skills of decision making, critical thinking, problem solving, goal setting, communication, and leadership. The life skills (i.e., decision making, critical thinking, communication, problem solving, and goal setting) selected for this overall measure were thought to be the most commonly identified life skills emphasized in 4-H youth development curricula and program activities. Critical thinking is defined as thinking that evaluates reasons and brings thought and actions in line with evaluations. This survey will assesses youth's critical thinking ability by examining the frequency of use of the following skills that are needed to think critically: reasoning, inquiry, analysis/information processing, flexibility, and evaluation.

Average Review: 4 (4.7)

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Discovery Inquiry Test in Science (DIT)

Assessment Type: 29 multiple choice items (11 focusing on life science, 8 on physical science, 6 on earth and space science, and 4 on the nature of science); 20 items involve solving problems or conducting inquiry

Measures students' ability to analyze and interpret data, extrapolate from one situation to another, and utilize conceptual understanding.

Average Review: 4 (4.0)

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Emerging STEM Learning Activation

Assessment Type: Survey

Designed to be used with 7-9 year olds, this survey is used to assess the degree to which a child demonstrates emerging STEM learning activation.

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Epistemological Beliefs Assessment for Physical Science (EBAPS)

Assessment Type: 30 items (5-point Likert scale & multiple choice)

Measures students' views about the nature of knowledge and learning in the physical sciences along five non-orthogonal dimensions (structure of scientific knowledge, nature of knowing and learning, real-life applicability, evolving knowledge, & source of ability to learn.

Average Review: 3 (3.0)

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Is Science Me?

Assessment Type: (68) 3-point items, (44) 4-point items, (20) 5-point Likert scale items, (44) multiple choice

This instrument was developed for a study looking at an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted.

Average Review: 3 (3.7)

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National Assessment of Educational Progress (NAEP) Science Assessment Instrument

Assessment Type: Multiple choice, short constructed response questions, and extended constructed response questions.

Evaluates students' knowledge of three fields of science (earth, physical, and life), three elements of knowing and doing science (conceptual understanding, scientific investigation, and practical reasoning), and two overarching domains in science (the nature of science and themes-systems, models, and patterns-present in science).

Average Review: 5 (5.0)

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PDQ Survey

Assessment Type: Likert scale

The Undergraduate PDQ instruments are designed for undergraduate activities where time limitations or activity importance make rigorous assessment (e.g. using pre and post measures) impractical. PDQ stands for "pretty darn quick," so named because you can use them for activities that you want to assess but don't have the desire or time to do so more intensively. Both versions of the undergraduate PDQ instruments gather data on the extent to which respondents participated in the activity, their goals, and feedback from the leaders or participants on their impressions of the activity, their satisfaction with the activity, and their suggestions for how it could be improved.

Average Review: 4 (4.0)

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Pre-College Annual Self-Efficacy Survey

Assessment Type: Likert scale

LAESE is designed to identify longitudinal changes in the self-efficacy of undergraduate students studying engineering. (see AWE Self-Efficacy Literature Overview and Information on Self-Efficacy). LAESE can be used with any students studying engineering. A High School instrument, based on LAESE, was developed and tested by the Female Recruits Explore Engineering (FREE) Project.

Average Review: 4 (4.0)

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Pre-College Middle School Survey for Engineering

Assessment Type: Likert scale

Using the pre-college suite of surveys you can determine whether specific activities met your objectives and use this information to improve activities and make evaluation decisions. Specifically, the instruments assess the following topics: Course-taking plans for high school, whether participant intends to study science, engineering, or computer, what participant knows about what engineers, scientists, or computer scientists do, what factors (if any) about being an engineer, scientist, or computer scientist appeal to participant, events or persons that influenced participants' study plans, participant skill and confidence level in areas that are important for successfully completing a science, engineering, or computer degree, where participants plan to study science, engineering, or computer science/engineering, her/his satisfaction with the quality of the activity in which she/he has participated.

Average Review: 4 (4.0)

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Programme for International Student Assessment (PISA)

Assessment Type: Multiple-choice

Assesses how well students can apply the scientific knowledge and skills they have learned at school to real-life challenges.

Average Review: 3 (3.3)

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Science Learning Activation

Assessment Type: Survey

The Learning Activation Lab is a national research and design effort to learn and demonstrate how to activate children in ways that ignite persistent engagement in science, technology, engineering, art, and mathematics learning and innovation. This particular assessment was designed to be used with 10-14 year olds, and are used to assess an individual across each of the four dimensions of science learning activation. These scales can be used concurrently to measure the multi-dimensional construct of science learning activation or separately to measure individual dimensions.

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Scientific Attitude Inventory: A Revision (SAI II)

Assessment Type: 40 5-point Likert scale items

Assesses students interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists.

Average Review: 4 (4.0)

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Self-Concept and Competence Scale in Physics

Assessment Type: Likert scale

Student's Interest in Physics as a School Subject. This part of the questionnaire contained three items in which the students rated on a 5-point Likert scale their interest in physics courses in general, in relation to the physics course they have at present, and in relation to other science and non-science courses.

Average Review: 5 (5.0)

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STEM Learning Activation Survey

Assessment Type: Survey

Designed to be used with 10-14 year-olds, these survey scales are used to assess an individual across multiple dimensions of STEM learning activation. Please note that these can be used in conjunction with the scientific sensemaking scale included above. These scales can be used concurrently to measure the multi-dimensional construct of STEM learning activation or separately to measure individual dimensions.

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Survey of Undergraduate Research Experiences (SURE)

Assessment Type: Survey

This is a validated instrument for evaluating undergraduate research programs, particularly in the sciences, which was developed by and administered through David Lopatto of Grinnell College. It consists of three different parts to capture attitudes before, during, and after the research program.

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Views about Science Survey (VASS)

Assessment Type: 30 multiple choice items (13 related to scientific dimensions, 17 related to cognitive dimensions) set up as contrasting alternatives design (CAD).

Probes personal beliefs about the nature of science within 3 scientific dimensions (structure, methodology, and validity of science) and learning science within 3 cognitive dimensions (learnability, reflective thinking, and personal relevance of science).

Average Review: 4 (4.0)

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Views of Nature of Science Questionnaire (VNOS-D)

Assessment Type: 7 open-ended questions, along with an individual interview.

Assesses students' views about the empirical, tentative, inferential, and creative and imaginative nature of science, as well as the distinction between observation and inference.

Average Review: 4 (4.0)

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Views on Science-Technology-Society (VOSTS)

Assessment Type: Catalogue of 114 multiple choice questions

"Monitors" students' views concerning the epistemological, social & technological aspects of science.

Average Review: 3 (3.0)

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Youth Engagement, Attitudes and Knowledge Survey (4-H)

Assessment Type: Some parts of the survey are multiple choice, and the majority of the questions are point-scale.

This survey is developed based on several other youth surveys, and includes questions on several youth development and STEM factors, including student demographics, life skills, decision making skills, critical thinking skills, etc. The survey is created for broader 4H community, but can also be applied outside it.

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Youth Teamwork Skills Survey

Assessment Type: Self-reported survey

The Youth Teamwork Skills Survey is a self-report survey that measures youths’ perceived team communication skill levels. The survey is meant for youth in grades 6 - 12 participating in STEM out-of-school time programs. The survey includes 28 items that fall into five factors based on the team communication skill areas of closed-loop communication, information exchange, and listening.

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