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Intrinsic Motivation Inventory (IMI)
Assessment Type: Questionnaire
The Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants’ subjective experience related to a target activity in laboratory experiments.
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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 ReviewsModified Intrinsic Motivation Inventory (IMI)
Assessment Type: survey
measure the subjective experience of intrinsic motivation related to the learning environments of the study. The scales used in the questionnaire comprise interest-enjoyment, tension-pressure, perceived choice, perceived competence, and perceived value.
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Read ReviewsPDQ 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.
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Peer Assessment Fairness Instrument (PAFI)
Assessment Type: Inventory/Questionnaire
The purpose of this instrument is to measure students’ perceptions of fairness in peer assessment contexts. Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors driving students’ perceptions of fairness during groupwork processes. The results showed that students perceived fairness of groupwork in relation to (1) the grading outcomes they received (i.e. grade congruence), (2) the procedures based on which groups contributed to groupwork (i.e. performative group dynamics), and (3) the relationships based on which group members interacted (i.e. interpersonal treatment). The findings provide student-driven directions to promoting fairer peer assessments within groupwork contexts.
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