Specific measure of self-efficacy in science inquiry and technology for middle school students. The instrument has content and construct validity and has internal consistency of 0.86.
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.
Measure of belonging to an after-school youth development program.
This five-part questionnaire is designed to assess perceptions of scientific disciplines.
A method of assessing the frequency, importance, and mode of communicating academic support among college students.
The Student LPI offers students a 360º method for accurately assessing their leadership behavior based on the 'Five Practices of Exemplary Leadership' by measuring the frequency with which they engage in 30 behaviors that research shows leads to the best leadership outcomes.
This instrument—which is designed to be used in conjunction with the Students Persisting in Engineering—measures both male and female student’s reasons for transferring out (or planning to transfer out) of engineering programs.
Perceived support from teachers. This construct was measured by the Teacher Social Support and Academic Support subscales of the Classroom Life Measure (Johnson et al., 1985). Items for the teacher subscales correspond closely to the peer support items. The four-item Teacher Social Support scale (Cronbach's ot = .81) assesses perceived social support and concern from teachers;The 4-item Teacher Academic Support scale (Cronbach's et = .84) asks about perceived support for learning, such as 'My teachers like to help me learn.' A teacher perceived acceptance score was derived by averaging the teacher social and academic support scores (r = .68, p < .001).
A seven item protocol designed to elicit teachers' beliefs about teaching, learning, and students in mathematics and science classes.
The TSAT has been designed for: Teachers, to determine their own levels of technology proficiency and to identify personal technology professional development needs; Schools/Districts, to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology; and, the State, to gather and report data on technology competencies and technology professional development.
TerraNova, Third Edition Multiple Assessments measures important higher-order thinking skills as well as basic and applied skills. These assessments generate norm-referenced achievement scores, criterion-referenced objective mastery scores, and performance-level information.
Includes reading, language, mathematics, science, and social studies tests. It is the only standardized achievement test to combine selected-response items with constructed-response items that ask students to produce their own responses.