Supplemental Information:

n/a

Assessment Type:

Survey

Scale:

Likert 5-point scale

Publication Date:

Mar 18, 2025

Respondent:

Domain(s) Evaluated:

Engagement, Attitude / Behavior, Career Knowledge / Acquisition

Sample items:

Reliability:

Validity:

Internal structure validity evidence supported four distinct unidimensional constructs for middle school student STEM affect.

Frequency:

Rarely

Administration time:

minutes

Requires a Computer:

No

Requires Internet Access:

No

Primary reference:

May, T. A., Johnson, C. C., Harold, S., & Walton, J. B. (2025). The Development and Validation of a K-12 STEM Engagement Participant Outcome Instrument. Education Sciences, 15(3), 377. https://doi.org/10.3390/educsci15030377

Comments:

It is vital for federal organizations and other community-based entities to have free access to high quality efficient tools for use in gathering important K-12 student data to determine evidence of program effectiveness and student affective outcomes (Allen & Peterman, 2019; National Research Council [NRC], 2010). NASA OSTEM found themselves in a predicament where a comprehensive set of tools for evaluating middle school students’ STEM self-perceptions in their specific programs were not available. Thus, the creation and rigorous validation of the S-STEM-OS, which includes sections for STEM interest, STEM self-efficacy, STEM identity, and 21st century skills, fills not only a practical gap for NASA OSTEM, but also a gap in the larger literature for researchers and those running other similar OST STEM programs. Further, providing multiple sources of robust validity evidence (content, response processes, consequences of testing, internal structure) through both quantitative and qualitative data sources advances the field of study (AERA et al., 2014; Krupa et al., 2019; Sondergeld, 2020) for NASA and those who may choose to use this free survey or any of its parsimonious sections.

STEM Criteria

Science

Yes

Technology

Yes

Engineering

Yes

Math

Yes