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Science Motivation Questionnaire (SMQ)
Assessment Type: 30 Likert-type items
The 30-item Science Motivation Questionnaire (SMQ) assesses six components of students' motivation to learn science in college or high school courses. The SMQ assesses six components of motivation: intrinsically motivated science learning, extrinsically motivated science learning, relevance of learning science to personal goals, responsibility (self-determination) for learning science, confidence (self-efficacy) in learning science, & anxiety about science assessment.
Average Review: 
(4.0)
Abbreviated Version of the Mathematics Anxiety Rating Scale (A-MARS)
Assessment Type: Self-administered questionnaire
This is an abbreviated (25-item version) of the original Mathematics Anxiety Rating Scale (MARS) instrument developed by Richardson and Suinn (for reference- see comments).The purpose of the study was to develop abbreviated version of MARS, and to find whether certain specific backgrounds (gender, socio-economic status) and academic variables can predict math anxiety.
Average Review: 
(3.7)
Applied Learning Student Questionnaire (ALSQ)
Assessment Type: Self reported survey
This instrument is used across Georgia's Governor's Office of Student Achievement Innovation Fund grants. These primarily target high school students participating in programs supporting STEM persistence.
Average Review: not yet rated
Read ReviewsAssessing Women & Men in Education (AWE) Undergraduate Engineering Mentor Surveys
Assessment Type: Likert scale
The pre- and post-activity mentor surveys contain items to measure the impact of the mentoring role on the students' abilities as well as data to measure the effectiveness of the activity.
Average Review: (4.0)
Attitudes Toward Mathematics Inventory (ATMI)
Assessment Type: Self-assessment
The Attitudes Toward Mathematics Inventory (ATMI) is a 40 question, 4-factor survey designed to measure high school and college students' attitudes toward mathematics. Unlike other math assessments, the ATMI was designed to be brief while also capturing multiple factors that contribute to one's attitude about math.
Average Review: (3.8)
Beliefs about Science and School Science Questionnaire (BASSSQ)
Assessment Type: Self-report
The Beliefs about Science and School Science Questionnaire (BASSSQ) was designed to assess high school science teachers' beliefs about what occurs in science. The first part of the BASSSQ is comprised of two subscales, "Process of Scientific Inquiry" and "Certainty of Scientific Knowledge."
Average Review: (3.8)
Chemistry Attitude and Experience Questionnaire (CAEQ)
Assessment Type: Likert scale
Chemistry Attitudes and Experiences Questionnaire (CAEQ) measures first-year university chemistry students' attitude toward chemistry, chemistry self-efficacy, and learning experiences. The instrument was developed as part of a larger study and sought to fulfill a need for an instrument to investigate factors that influence student enrollment choice. We set out to design the instrument in a manner that would maximize construct validity. The CAEQ was piloted with a cohort of science and technology students at the end of their first year.
Average Review: (4.0)
Classroom Activities and Outcomes Survey
Assessment Type: Self-assessment
This is part three of the four part "Classroom Activities and Outcomes Survey." The survey asks students to rate the progress they have made in science process skills as a result of completing a particular course or program.
Average Review: (3.3)
College Biology Self-Efficacy Instrument
Assessment Type: Likert scale
This instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' desire to understand and study biology. By using the self-efficacy tool as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in more complex tasks during the course, and can learn which teaching strategies are most effective in building confidence among students to achieve biological literacy.
Average Review: 
(5.0)
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.
Average Review: not yet rated
Read ReviewsEnvironmental Values Short Form
Assessment Type: 31 questions self-report questionnaire
A scale to assess environmental values in adults.
Average Review: (3.0)
Epistemological Beliefs Assessment for Physical Science (EBAPS)
Assessment Type: 30 items (5-point Likert scale & multiple choice)
Measures students' views about the nature of knowledge and learning in the physical sciences along five non-orthogonal dimensions (structure of scientific knowledge, nature of knowing and learning, real-life applicability, evolving knowledge, & source of ability to learn.
Average Review: (3.0)
Internet Attitudes Scale (IAS)
Assessment Type: Self-administered 40-item 4-point Likert scale questionnaire
Internet Attitude Scale (IAS) is a 40-item Likert-type one-dimensional inventory for measuring attitudes towards the Internet. Furthermore, this inventory was created to measure the Internet users' preferred and perceived specific Internet attributes.
Average Review: (4.0)
Mentoring for Effective Primary Science teaching (MEPST)
Assessment Type: Self-assessment
The survey is designed to assess preservice teachers' perceptions of how their mentoring in science teaching has influenced their ability to teach science. It measures personal attributes, system requirements, pedagogical knowledge, modeling, and feedback as factors that comprise beneficial mentoring for science teachers.
Average Review: 
(2.0)
Modified Fennema Sherman Mathematics Attitude Scale
Assessment Type: Self-assessment
The Fennema-Sherman Mathematics Attitude Scale measures student attitudes towards mathematics. The survey consists of 4 subscales, each designed to measure confidence, math as a male domain, teacher perception, and usefulness.
Average Review: (4.0)
New Ecological Paradigm Scale (NEP-R)
Assessment Type: Self-assessment
The New Ecological Paradigm Scale-Revised (NEP-R) is an updated version of the 1978 New Ecological Paradigm Survey. This updated version reflects current environmental terminology, as well as tests a single construct. The NEP-R is suitable for use in the general adult population.
Average Review: (3.3)
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.
Average Review: not yet rated
Read ReviewsScience Motivation Questionnaire II -(SMQ II) by Shawn M. Glynn
Assessment Type: Self-assessment
The Science Motivation Questionnaire II is a reliable and validated survey that assesses science motivation based on 5-factors (intrinsic motivation, self-efficacy, career motivation, self-determination, grade motivation).
Average Review: (5.0)
Student 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.
Average Review: not yet rated
Read ReviewsStudents Leaving Engineering Survey
Assessment Type: Likert scale
Retention of students in engineering continues to be of concern. To best address this area, we need to know what contributes to both students persisting in engineering and what contributes to their leaving.
Average Review: (3.0)
Students Persisting in Engineering Survey
Assessment Type: Likert scale
Retention of students in engineering continues to be of concern. To best address this area, we need to know what contributes to both students persisting in engineering and what contributes to their leaving. The persisting in engineering instrument is designed to measure both male and female student's reasons for persisting in engineering programs.
Average Review: (3.0)
Survey 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)
Survey of Undergraduate Research Experiences (SURE)
Assessment Type: Survey
This is a validated instrument for evaluating undergraduate research programs, particularly in the sciences, which was developed by and administered through David Lopatto of Grinnell College. It consists of three different parts to capture attitudes before, during, and after the research program.
Average Review: not yet rated
Read ReviewsThinking about Science Survey Instrument (TSSI)
Assessment Type: 60 multiple choice questions
Many scientists and science educators are concerned about the public's ambiguous relationship with science and this public includes elementary teachers. Like many citizens, too many elementary teachers find science disconnected from everyday life and thinking. Science is a "school subject" not an important part of everyday life. Some may believe that science conflicts with important personal beliefs they hold about other areas of life such as religion and art. Elementary teachers who feel this disconnection with science will at best approach science teaching as something one does if school authorities demand it. Given that we are now promoting constructivist approaches to science teaching among teachers who frequently face the challenges of multiculturalism, and in addition the rising challenges to science itself, society's demands of elementary teachers is all the more greater. The demands increasingly require of teachers an engagement with science at a significant level of depth and sophistication. The research reported here is about developing new insight on the processes of elementary science teacher education and development, and in general the development of the public understanding of science, vis-a-vis social and cultural factors that contribute either to science resistance or affirmation of science. This document reports on the development of a quantitative instrument for assessing socio-cultural resistance to, and support for, science that can be employed in efforts to quantitatively document the presence or absence of significant cultural concerns.
Average Review: (3.0)
Undergraduate Research Student Self-Assessment (URSSA)
Assessment Type: Self-Assessment
URSSA is an online survey instrument for use in evaluating student outcomes of undergraduate research experiences in the sciences. It is highly customizable and allows for comparison against similar programs (especially for NSF-funded Biology REU programs). The University of Colorado developed the URSSA, which has been supported by the National Science Foundation through its Divisions of Chemistry and Undergraduate Education, the Biological Sciences Directorate, and the Office of Multidisciplinary Affairs.
Average Review: not yet rated
Read ReviewsUtley Geometry Attitude Scale (UGAS)
Assessment Type: Survey/Questionnaire
The UGAS was developed after an extensive review of a variety of existing instruments used to measure attitudes to mathematics (e.g. Akin, 1974; Dowling, 1978; Fennema & Sherman, 1976; Tapia, 1996) and was designed to measure the attitudes of undergraduate college students toward geometry. The instrument is designed such that higher scores are more indicative of an overall higher attitude toward geometry.
Average Review: not yet rated
Read ReviewsViews 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)
Views on Science and Education (VOSE)
Assessment Type: Self-assessment
The Views on Science and Education Questionnaire (VOSE) was designed to assess attitudes towards and knowledge of the nature of science (NOS) as well as the teaching practices related to NOS.
Average Review: (3.0)