STEM Education Instruments

The ITEST Learning Resource Center has compiled information on various instruments to help researchers, evaluators, and practitioners, identify and locate instruments used to assess learning and other related outcomes in STEM learning environments. Click here to access the webinar archive during which we described the database in more detail. Please note that the LRC has included these instruments only as potential resources for STEM education professionals; we do not offer a particular endorsement, nor are we responsible for the use or adaption of the instruments contained in this database.

Below you can search the database of STEM Education Instruments. You can select multiple criteria to filter by under each of the options by holding the Ctrl key. To DESELECT an item, hold down the Ctrl key while clicking on the item.

Please note, this is an AND filter, meaning that if you select more than one item to filter by, you will get results for only those instruments that meet ALL criteria.

Learning.com's 21st Century Skills Assessment provides deeper insight into your students' grasp of critical 21st century skills. Learn more about your students' creativity, innovation, information fluency, critical thinking, decision making and digital citizenship. Prepare your students for their lives in our technology-based society.

This survey was designed to measure concepts related to youths’ feelings about school. The academic self-perception subscale measures the extent to which children have a positive self-perception about their academic abilities. This instruments has an internal consistency of 0.89.

Used to measure attitude towards science in school. The instrument went through validation studies that resulted in reduction in the number of items in the instrument. In terms of reliability, the item was found to have a cronbach alpha of 0.94.

Quantitative instrument used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction.

The Inventory was constructed to measure career awareness among elementary school students. According to a study by Sink (1980) the instrument cannot be said to be valid or reliable.

Instrument for assessing interest in STEM content and careers. Validity studies for this instrument show evidence of construct and criterion validity, and preliminary evidence of discriminant validity.

The Career Key test measures the strength of your six Holland personality types. These types are based on Holland career choice theory, the one most widely used by professional counselors - and the subject of hundreds of scientific studies. Validity tudies have been positive, internal consistency reliability measures range from 0.69 -0.92, and test-restest reliability measures ranged from 0.74 to 0.88.

Measures elementary school children's attitudes towards science in a learning context. The item was found to have a concurrent validity of 0.64 and a construct validity of 0.77. In terms of reliability, the internal consistency of the item was 0.85 (for 36-items) and the test-retest reliability 0.67-0.69.

A 65-item Likert instrument for measuring middle school students' attitudes on all Young Children's Computer Inventory subscales plus computer anxiety. The instrument has high internal consistency reliability.

Personal Relevance scale is concerned with the connectedness of school science to students' out-of-school experiences.

The Student Negotiation scale focuses on whether teachers' pedagogical attention extends beyond the traditional social activity of students helping each other to work out the correct answer to a problem.

The Shared Control scale is concerned with students being invited to share control with the teacher of the learning environment, including the articulation of their own learning goals, the design and management of their learning activities, and determining and applying assessment criteria.
Critical Voice Scale - From a critical theory perspective, which promotes an interest in student empowerment, we would like teachers to demonstrate willingly to the class their pedagogical accountability by fostering students' critical attitudes towards the teaching and learning activities .