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Middle School
Career Interest Questionnaire
Assessment Type: Survey
The CIQ measures STEM career interest, including an overall score and scores for three subscales: interest, importance, intent.
Average Review: not yet rated
Read ReviewsChanges 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)
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)
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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Read ReviewsConstructivist 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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Read ReviewsCritical 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)
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: (4.0)
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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Read ReviewsEQulP 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).
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Read ReviewsGrade 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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Read ReviewsMiddle School Technology and Engineering Post-Event Survey
Assessment Type: Survey
This is a post-event survey to be used following a technology and/or engineering outreach activity with middle school females, to assess middle school girls' identification with and interest in engineering and technology. It was developed by the Society of Women Engineers, a professional society which advocates for the inclusion of females in engineering and technology.
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Read ReviewsNational 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)
New Ecological Paradigm Scale for Children (NEP-C)
Assessment Type: Self-assessment
The New Ecological Paradigm for Children is modeled after the New Ecological Paradigm (NEP) and the New Ecological Paradigm-Revised (NEP-Revised) for adults. The survey contains 10 questions assessing three subscales that contribute to one's environmental world view including rights of nature, eco-crisis, and human exceptionalism.
Average Review: 
(2.5)
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: (4.0)
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.
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Read ReviewsRevised 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)
Revised Women in Science Scale (WISS-R)
Assessment Type: 6-point Likert scale ranging from "strongly agree" to "strongly disagree" with no option of a neutral response.
Women in Science Scale-Revised (WISS-R) is a revised version of the original tool - Women in Science Scale (WISS), a 27-item Likert type scale created by Erb & Smith in 1984. For reference, please see Erb, T. O., & Smith, W. S. (1984). Validation of the attitude toward women in science scale for early adolescents. Journal of Research in Science Teaching, 21, 391-397.
Average Review: (3.3)
Robotics and GPS/GIS Interest Questionnaire (4-H)
Assessment Type: 38 closed-ended questions
The tool was created by 4-H Nebraska to measure students' (7-10th graders) learning and attitudes towards science, technology, engineering, and mathematics. The tool also assesses students' attitude about GPS (Global Positioning Systems) and GIS (Geographical Imaging Systems).
Average Review: (3.5)
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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Read ReviewsScience 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 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)
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)
Sources of Science Self-Efficacy Scale
Assessment Type: Scale
The sources of science self-efficacy were assessed with the Sources of Science Self-Efficacy Scale, which was adapted from a scale used to measure this construct in the domain of mathematics (see Lent, Lopez, et al., 1996). It consists of four subscales measuring the effects of mastery experiences (eight items; sample: ‘‘I got a good grade in science class last semester’’), vicarious experiences (seven items; sample: ‘‘Many of the adults I most admire are good in science’’), social persuasions (eight items; sample: ‘‘My teachers believe I can do well in difficult science courses’’), and physiological states (eight items; sample: ‘‘Science makes me feel uncomfortable and nervous’’).
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Read ReviewsSTEM 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.
Average Review: not yet rated
Read ReviewsStudent 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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Read ReviewsStudent 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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Read ReviewsSurvey 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 Mathematics Related Attitudes (TOMRA)
Assessment Type: Likert scale
This instrument is for measuring the attitudes toward math class of middle school students.
Average Review: (3.0)
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)
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
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