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Engagement / Interest

Science Motivation Questionnaire (SMQ)

Assessment Type: 30 Likert-type items

The 30-item Science Motivation Questionnaire (SMQ) assesses six components of students' motivation to learn science in college or high school courses. The SMQ assesses six components of motivation: intrinsically motivated science learning, extrinsically motivated science learning, relevance of learning science to personal goals, responsibility (self-determination) for learning science, confidence (self-efficacy) in learning science, & anxiety about science assessment.

Average Review: (4.0)

Applied Learning Student Questionnaire (ALSQ)

Assessment Type: Self reported survey

This instrument is used across Georgia's Governor's Office of Student Achievement Innovation Fund grants. These primarily target high school students participating in programs supporting STEM persistence.

Average Review: not yet rated

Attitudes Toward Mathematics Inventory (ATMI)

Assessment Type: Self-assessment

The Attitudes Toward Mathematics Inventory (ATMI) is a 40 question, 4-factor survey designed to measure high school and college students' attitudes toward mathematics. Unlike other math assessments, the ATMI was designed to be brief while also capturing multiple factors that contribute to one's attitude about math.

Average Review: (3.8)

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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BASICS Study ECS Teacher Implementation and Contextual Factor Questionnaire Measures

Assessment Type: Questionnaire

This questionnaire collects background information, measures the implementation of Exploring Computer Science (ECS) curriculum, contextual factors that influence teacher use of the CS curriculum, and socio-demographics.

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Career Interest Questionnaire

Assessment Type: Survey

The CIQ measures STEM career interest, including an overall score and scores for three subscales: interest, importance, intent.

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Children's Attitudes Toward Technology Scale (CATS)

Assessment Type: 26 items

This 26-item questionnaire addresses the assessment of children's attitudes toward technology. Sub-scales at two test administrations demonstrated good internal consistency and moderate test-retest stability.

Average Review: (4.0)

Children's Environmental Attitudes & Social Knowledge Scale (CHEAKS)

Assessment Type: 36 5-point Likert scale items (addressing attitude) & 30 multiple-choice questions (addressing knowledge)

Measures children's global attitudes and knowledge about environmental issues, such as animals, energy, pollution, recycling, water, and general issues.

Average Review: (3.7)

Children's Science Curiosity Scale (CSCS)

Assessment Type: 30 5-point Likert scale items

Measures elementary school children's attitudes towards science in a learning context.

Average Review: (3.7)

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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Classroom Activities and Outcomes Survey

Assessment Type: Self-assessment

This is part three of the four part "Classroom Activities and Outcomes Survey." The survey asks students to rate the progress they have made in science process skills as a result of completing a particular course or program.

Average Review: (3.3)

Common Instrument Suite-Student (CIS-S) Survey

Assessment Type: Self-report survey

The PEAR Institute’s Common Instrument Suite Student (CIS-S) survey is a youth self-report survey that measures a variety of STEM-related attitudes, including STEM engagement, STEM career knowledge, and STEM identity. The CIS-S has been administered over 130,000 times to youth enrolled in informal/OST STEM programs, as well as in schools across 47 U.S. states, and across eight countries in Asia, South America, and Europe. It was developed with informal, out-of-school time (OST) programs in mind but can be administered in schools as the concepts are equally applicable. The purpose of the survey is to better understand how informal STEM programming impacts students’ perceptions/attitudes towards STEM. Four standard survey offerings are available based on outcomes of interest and age ranges. The CIS-S is available in three administration formats: • Traditional Pre-Post: This method asks students to complete the survey twice: 1x at the beginning of the program and 1x at the end of the program. Change is measured by subtracting pretest scores from posttest scores. • Retrospective Pre-Post: This method is similar to the traditional pre-post, but students answer each question 2x (in one sitting) from two different frames of reference: “before the program” and “at this time.” The survey is administered once at the end of the program. • Retrospective Self-Change: This method asks students to reflect on how much they feel they have changed over the period of programming. It is administered 1x at the end of the program. Students are shown a statement and are asked to think back to the beginning of the program and rate whether they do/feel things less or more because of the program.

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CS4HS Teacher Professional Development Survey

Assessment Type: Survey

Average Review: not yet rated

Engagement in Science Learning Activities

Assessment Type: Survey

The Engagement survey was written for use with 10-14 year-old respondents immediately after a science activity, whether in a class or in an informal learning context. It is used to measure an individual’s behavioral, cognitive, and affective engagement.

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Epistemological Views Toward Science

Assessment Type: 35 items, 5-point Likert scale

Average Review: (3.5)

Grade 4-12 Pre-Post Computing Camp/Workshop Evaluation Surveys

Assessment Type: Survey

These are surveys used in an outreach program and camps for K-12 girls. The surveys have been developed at the University of Colorado, have been validated through statistical testing, with reliability and validity information available upon request.

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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: (3.7)

Modified Attitudes towards Science Inventory (mATSI)

Assessment Type: 25 5-point Likert scale items

Measures students' attitudes towards science related to such factors as students' perceptions of the science teacher, anxiety toward science, value of science in society, self-concept toward science and desire to do science.

Average Review: (4.0)

Perceived Authenticity Scale

Assessment Type: Scale

STEAM education is a method for driving student engagement in STEM topics through personal expression, creativity and aesthetics. EarSketch, a collaborative and authentic learning tool which introduces students to programming through music remixing, has previously been shown to enhance student engagement and intent to persist in computing. The goal of EarSketch is to broaden participation in computing through a thickly authentic learning environment that has personal and real world relevance in both computational and music domains. This mixed methods study extends previous work by 1) using a newly- developed instrument to assess creativity and 2) testing a theory of change model that provides an explanatory framework for increasing student engagement in STEAM. The results suggest that students who used EarSketch express statistically significant gains in computing attitudes and creativity. Furthermore, a series of multiple regression analyses found that a creative learning environment, fueled by a meaningful and personally relevant EarSketch curriculum, drives improvements in students' attitudes and intent to persist in computing. This work makes a significant contribution to computer science education by establishing the effectiveness of an authentic STEAM curriculum and advancing our knowledge of the underlying mechanisms driving students' motivations to persist in STEM disciplines.

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Pre/Post STEM Survey for 4th and 5th Grade

Assessment Type: Survey

This pre/post survey was developed for In4All’s (formerly BEC) STEM™ Connect program, focused on 4th and 5th grade students. The evaluation investigated the impact the program had in two key areas: career interest and attitude. The expectation is that the students will: (1) improve their attitude/behavior toward math and science and (2) increase their interest in pursuing a math or science career. To measure their attitude toward math and science, the Attitude Toward Science in School Assessment (ATSSA) was administered. This instrument was developed by Germann (1988) to assess attitudes toward science among 7th to 10th grade students. Our survey expanded to include the topic of math, replacing the word ‘math’ with ‘science’ in all survey items. Additional items were added to measure their interest in math or science-related careers. For three school years, the survey was administered to 4th-grade students. While the language has not been tested with 4th graders specifically, it was determined that the preference was to administer the original validated tool rather than risk compromising results by changing the language. Additional items were also added to the post-test survey to measure opinions on the presentations, activities, volunteers, and whether the student felt an increased interest in math and science as a result of the program.

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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)

Relevance of Science Education (ROSE) Student Questionnaire

Assessment Type: Point scale items w/one open-ended question

Assesses children's interest in, attitude towards, and experiences in science and technology, as well as their opinion about environmental challenges and career aspirations.

Average Review: (3.3)

Revised Simpson-Troost Attitude Questionnaire (STAQ-R)

Assessment Type: 5-point Likert scale ranging from "strongly agree" to "strongly disagree" with an option of a neutral response (undecided/uncertain).

Revised Simpson-Troost Attitude Questionnaire (STAQ-R) is a revised version of the original tool called the Simpson Troost Attitude Questionnaire (STQ), a 58-item Likert type scale created by Simpson and Troost in 1982. For reference, please see Simpson, R. D., & Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66, 763-781.

Average Review: (3.0)

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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Science Motivation Questionnaire II -(SMQ II) by Shawn M. Glynn

Assessment Type: Self-assessment

The Science Motivation Questionnaire II is a reliable and validated survey that assesses science motivation based on 5-factors (intrinsic motivation, self-efficacy, career motivation, self-determination, grade motivation).

Average Review: (5.0)

Science Opinion Survey (SOS)

Assessment Type: 30 5-point Likert scale items

Assesses current interest and attitudes in science activities at school.

Average Review: (4.0)

Science Process Skills Inventory (SPSI)

Assessment Type: 11 Likert scale items

The inventory consists of eleven items, each representing a different skill in the science inquiry process. Youth are prompted to respond to each statement using a 4-point Likert scale indicating how often they practice each of the items when doing science: Never (1), sometimes (2), usually (3), and always (4). Recommended scoring of the SPSI is the calculation of a composite science process skills score. This is calculated by summing the individual ratings for each item. The score range for the composite score is 11-44.

Average Review: (4.5)

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: (4.0)

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: (5.0)

Short Version Attitudes toward Mathematics Inventory (SHORT ATMI)

Assessment Type: Self-assessment

This is a shortened version of the Attitudes Towards Mathematics Inventory (short ATMI), it measures four subscale: mathematics enjoyment; mathematics motivation; self-confidence in mathematics; perceived value of mathematics. This assessments is a shorter more up-to-date version of the original tool, and it addresses the issue of an all western sample. Participants were able to complete this survey in less than 10 minutes, it is good when time is limited.

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Student Attitudes toward STEM Survey (S-STEM)

Assessment Type: Survey

The S-STEM consists of two surveys: One for upper elementary grades, and one for middle/ high school students. Students' attitudes toward Science, Math, Engineering, and Technology, and 21st Century Learning are measured. The instrument is well validated and asks students about their interests in STEM in addition to their attitude, though the survey can seem repetitive for some students.

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Student Computer Science Attitude Survey: CS Principles

Assessment Type: Survey/Self-Assessment

Snapshot status or change in students' confidence and interest levels, and perceptions of belongingness in CS, usefulness of CS, and being encouraged in CS change as a result of participation in CS Principles (CSP). This assessment measures confidence, interest, belongingness, perceived usefulness of CS, and encouragement in computer science.

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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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Test of Science Related Attitudes (TOSRA)

Assessment Type: 70 5-point Likert scale items (10 questions from 7 subscales)

Assesses science-related attitudes along seven dimensions: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, & career interest in science.

Average Review: (4.0)

Undergraduate Research Student Self-Assessment (URSSA)

Assessment Type: Self-Assessment

URSSA is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. It is highly customizable and allows for comparison against similar programs (especially for NSF-funded Biology REU programs). The University of Colorado developed the URSSA, which has been supported by the National Science Foundation through its Divisions of Chemistry and Undergraduate Education, the Biological Sciences Directorate, and the Office of Multidisciplinary Affairs.

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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: (4.0)

Wareing Attitudes toward Science Protocol (WASP)

Assessment Type: 50 items on 5-point Likert scale

Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward science.

Average Review: (2.5)

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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