Search | Assessment Tools in Informal STEM (ATIS)

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High School

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)

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: (3.7)

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

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: (4.0)

Attitude Toward Science in School Assessment (ATSSA)

Assessment Type: 14 items

An instrument used to compare the scientific relationship between attitude and achievement.

Average Review: (3.7)

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.

Average Review: not yet rated

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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Changes in Attitudes about the Relevance of Science (CARS)

Assessment Type: Likert type

The tool was developed to measure: (a) change of science-related attitudes over time among students; and (b) the effect of similar curricula on the attitudes of different classes.

Average Review: (4.0)

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.

Average Review: not yet rated

Constructivist Learning Environment Survey (CLES)

Assessment Type: Survey/Questionnaire

Constructivist Learning Environment Survey (CLES) was used to gather data leading to assertions about teacher knowledge and beliefs, teaching performance, and the comparison of knowledge and beliefs to teaching performance

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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: (4.7)

Environmental Values Short Form

Assessment Type: 31 questions self-report questionnaire

A scale to assess environmental values in adults.

Average Review: (3.0)

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: (3.0)

Epistemological Views Toward Science

Assessment Type: 35 items, 5-point Likert scale

Average Review: (3.5)

EQulP Rubric for Science - NGSS

Assessment Type: Rubric

Educators Evaluating the Quality of Instructional Practice, or EQuIP, has assembled this rubric and criteria for aligning instructional materials to the three-dimensional learning aspects of the Next Generation Science Standards (NGSS). The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the Next Generation Science Standards (NGSS).

Average Review: not yet rated

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.

Average Review: not yet rated

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 Fennema Sherman Mathematics Attitude Scale

Assessment Type: Self-assessment

The Fennema-Sherman Mathematics Attitude Scale measures student attitudes towards mathematics. The survey consists of 4 subscales, each designed to measure confidence, math as a male domain, teacher perception, and usefulness.

Average Review: (4.0)

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: (5.0)

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: (4.0)

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.

Average Review: not yet rated

Personal Creativity Scale

Assessment Type: Scale

This scale build on the work from previous researchers who have measured creativity by using Creativity Support Tools (CSTs) that were developed from interviews and focus groups. One instrument, The Creativity Support Index (CSI), measures creativity in terms of feelings of exploration, expressiveness, and immersion. Our current work builds on this scale by modifying the items to fit within a STEAM, specifically computing and music, context.

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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: (4.0)

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)

Project Quantum

Assessment Type: Surveys/Online Assessments

Project Quantum is an ambitious project to crowd source a bank of high quality multiple choice questions for assessing computing in schools, developed jointly by Computing At School, The Centre for Evaluation and Monitoring (CEM), Cambridge Assessment and the Diagnostic Questions team.

Average Review: not yet rated

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)

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.

Average Review: not yet rated

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)

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 Efficacy and Metacognition Learning Inventory- Science (SEMLI-S)

Assessment Type: 30-item closed-ended questions

The tool assesses students' metacognition, self-efficacy and constructivist science learning processes.

Average Review: (4.0)

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.

Average Review: not yet rated

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.

Average Review: not yet rated

Students Leaving Engineering Survey

Assessment Type: Likert scale

Retention of students in engineering continues to be of concern. To best address this area, we need to know what contributes to both students persisting in engineering and what contributes to their leaving.

Average Review: (3.0)

Students Persisting in Engineering Survey

Assessment Type: Likert scale

Retention of students in engineering continues to be of concern. To best address this area, we need to know what contributes to both students persisting in engineering and what contributes to their leaving. The persisting in engineering instrument is designed to measure both male and female student's reasons for persisting in engineering programs.

Average Review: (3.0)

Survey of Attitudes Towards Astronomy

Assessment Type: Self-report

This instrument includes a pre-test and post-test on students attitudes towards astronomy. Four factors, including affect, cognitive competence, perceived value, and perceived difficulty of astronomy are assessed.

Average Review: (4.0)

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)

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)

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: (3.0)

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.

Average Review: not yet rated