Search | Assessment Tools in Informal STEM (ATIS)

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Elementary

Asian Student Attitudes Towards Science Class Survey

Assessment Type: Likert scale

This instrument is for measuring the attitudes toward science class of fourth- and fifth-grade students in an Asian school culture. Specifically, the development focused on three science attitude constructs: science enjoyment, science confidence, and importance of science as related to science class experiences.

Average Review: (2.0)

Children's Attitudes Toward Technology Scale (CATS)

Assessment Type: 26 items

This 26-item questionnaire addresses the assessment of children's attitudes toward technology. Sub-scales at two test administrations demonstrated good internal consistency and moderate test-retest stability.

Average Review: (4.0)

Children's Environmental Attitudes & Social Knowledge Scale (CHEAKS)

Assessment Type: 36 5-point Likert scale items (addressing attitude) & 30 multiple-choice questions (addressing knowledge)

Measures children's global attitudes and knowledge about environmental issues, such as animals, energy, pollution, recycling, water, and general issues.

Average Review: (3.7)

Children's Responsible Environmental Behavior Scale (CREBS)

Assessment Type: Survey/Questionnaire

CREBS is used for exploring the extent to which elementary school students in Turkey demonstrate four types (political action; eco-management; consumer and economic action; individual and public presentation) of behaviors to help prevent and resolve environmental problems and issues.

Average Review: not yet rated

Children's Science Curiosity Scale (CSCS)

Assessment Type: 30 5-point Likert scale items

Measures elementary school children's attitudes towards science in a learning context.

Average Review: (3.7)

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.

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Constructivist Learning Environment Survey (CLES)

Assessment Type: Survey/Questionnaire

Constructivist Learning Environment Survey (CLES) was used to gather data leading to assertions about teacher knowledge and beliefs, teaching performance, and the comparison of knowledge and beliefs to teaching performance

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Discovery Inquiry Test in Science (DIT)

Assessment Type: 29 multiple choice items (11 focusing on life science, 8 on physical science, 6 on earth and space science, and 4 on the nature of science); 20 items involve solving problems or conducting inquiry

Measures students' ability to analyze and interpret data, extrapolate from one situation to another, and utilize conceptual understanding.

Average Review: (4.0)

Draw-A-Scientist Test (DAST)

Assessment Type: Open-ended projective test

The Draw-a-Scientist Test is an open-ended projective test that assesses children's conceptual images of scientists. The DAST is evaluated using a 7-point scale based on the presence of the following components in drawing: lab coat, eyeglasses, facial growth of hair, symbols of research, symbols of knowledge, technology & relevant captions.

Average Review: (2.9)

Emerging STEM Learning Activation

Assessment Type: Survey

Designed to be used with 7-9 year olds, this survey is used to assess the degree to which a child demonstrates emerging STEM learning activation.

Average Review: not yet rated

EQulP Rubric for Science - NGSS

Assessment Type: Rubric

Educators Evaluating the Quality of Instructional Practice, or EQuIP, has assembled this rubric and criteria for aligning instructional materials to the three-dimensional learning aspects of the Next Generation Science Standards (NGSS). The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the Next Generation Science Standards (NGSS).

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Exploring Physics Confidence Survey

Assessment Type: 6 closed-ended questions

This evaluation instrument was developed for Exploring Physics, an extra curricular program for 5-7 grade students, with a focus on female students. It is part of an NSF funded program entitled Promoting Young Women in the Physical Sciences.

Average Review: (3.0)

Grade 4-12 Pre-Post Computing Camp/Workshop Evaluation Surveys

Assessment Type: Survey

These are surveys used in an outreach program and camps for K-12 girls. The surveys have been developed at the University of Colorado, have been validated through statistical testing, with reliability and validity information available upon request.

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Model of Environmental Values (2-MEV) Scale

Assessment Type: Survey/Questionaire

The Environmental (2-MEV) Scale questionnaire was developed in Europe to measure adolescents’ attitudes and gauge the effectiveness of educational programs.

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Modified Attitudes towards Science Inventory (mATSI)

Assessment Type: 25 5-point Likert scale items

Measures students' attitudes towards science related to such factors as students' perceptions of the science teacher, anxiety toward science, value of science in society, self-concept toward science and desire to do science.

Average Review: (4.0)

National Assessment of Educational Progress (NAEP) Science Assessment Instrument

Assessment Type: Multiple choice, short constructed response questions, and extended constructed response questions.

Evaluates students' knowledge of three fields of science (earth, physical, and life), three elements of knowing and doing science (conceptual understanding, scientific investigation, and practical reasoning), and two overarching domains in science (the nature of science and themes-systems, models, and patterns-present in science).

Average Review: (5.0)

New Ecological Paradigm Scale for Children (NEP-C)

Assessment Type: Self-assessment

The New Ecological Paradigm for Children is modeled after the New Ecological Paradigm (NEP) and the New Ecological Paradigm-Revised (NEP-Revised) for adults. The survey contains 10 questions assessing three subscales that contribute to one's environmental world view including rights of nature, eco-crisis, and human exceptionalism.

Average Review: (2.5)

Pre/Post STEM Survey for 4th and 5th Grade

Assessment Type: Survey

This pre/post survey was developed for In4All’s (formerly BEC) STEM™ Connect program, focused on 4th and 5th grade students. The evaluation investigated the impact the program had in two key areas: career interest and attitude. The expectation is that the students will: (1) improve their attitude/behavior toward math and science and (2) increase their interest in pursuing a math or science career. To measure their attitude toward math and science, the Attitude Toward Science in School Assessment (ATSSA) was administered. This instrument was developed by Germann (1988) to assess attitudes toward science among 7th to 10th grade students. Our survey expanded to include the topic of math, replacing the word ‘math’ with ‘science’ in all survey items. Additional items were added to measure their interest in math or science-related careers. For three school years, the survey was administered to 4th-grade students. While the language has not been tested with 4th graders specifically, it was determined that the preference was to administer the original validated tool rather than risk compromising results by changing the language. Additional items were also added to the post-test survey to measure opinions on the presentations, activities, volunteers, and whether the student felt an increased interest in math and science as a result of the program.

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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.

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Science Learning Activation

Assessment Type: Survey

The Learning Activation Lab is a national research and design effort to learn and demonstrate how to activate children in ways that ignite persistent engagement in science, technology, engineering, art, and mathematics learning and innovation. This particular assessment was designed to be used with 10-14 year olds, and are used to assess an individual across each of the four dimensions of science learning activation. These scales can be used concurrently to measure the multi-dimensional construct of science learning activation or separately to measure individual dimensions.

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Science Opinion Survey (SOS)

Assessment Type: 30 5-point Likert scale items

Assesses current interest and attitudes in science activities at school.

Average Review: (4.0)

Scientific Attitude Inventory: A Revision (SAI II)

Assessment Type: 40 5-point Likert scale items

Assesses students interest in science, their attitudes toward science, their views of scientists, and their desire to become scientists.

Average Review: (4.0)

Sources of Science Self-Efficacy Scale

Assessment Type: Scale

The sources of science self-efficacy were assessed with the Sources of Science Self-Efficacy Scale, which was adapted from a scale used to measure this construct in the domain of mathematics (see Lent, Lopez, et al., 1996). It consists of four subscales measuring the effects of mastery experiences (eight items; sample: ‘‘I got a good grade in science class last semester’’), vicarious experiences (seven items; sample: ‘‘Many of the adults I most admire are good in science’’), social persuasions (eight items; sample: ‘‘My teachers believe I can do well in difficult science courses’’), and physiological states (eight items; sample: ‘‘Science makes me feel uncomfortable and nervous’’).

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Student Attitudes toward STEM Survey (S-STEM)

Assessment Type: Survey

The S-STEM consists of two surveys: One for upper elementary grades, and one for middle/ high school students. Students' attitudes toward Science, Math, Engineering, and Technology, and 21st Century Learning are measured. The instrument is well validated and asks students about their interests in STEM in addition to their attitude, though the survey can seem repetitive for some students.

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Test of Mathematics Related Attitudes (TOMRA)

Assessment Type: Likert scale

This instrument is for measuring the attitudes toward math class of middle school students.

Average Review: (3.0)

Views of Nature of Science Questionnaire (VNOS-D)

Assessment Type: 7 open-ended questions, along with an individual interview.

Assesses students' views about the empirical, tentative, inferential, and creative and imaginative nature of science, as well as the distinction between observation and inference.

Average Review: (4.0)

Wareing Attitudes toward Science Protocol (WASP)

Assessment Type: 50 items on 5-point Likert scale

Relationships among attitudes of students toward science, as measured by the WASP (Wareing Attitudes Toward Science Protocol), perceived antecedents of such attitudes, and class achievement or performance indicated by reported grades were investigated for a survey sample of 1,740 students in 87 high school science classes from five communities. Additionally, students' self-reported number of tests administered in a given course, perceived rewards, degree of stress, and internal structure of the course were examined as potential predictor variables. Results indicate a significant correspondence between report card grades, degree of structure, degree of stress, gender, degree of rewards, number of tests, and students' attitudes toward science.

Average Review: (2.5)

Youth Engagement, Attitudes and Knowledge Survey (4-H)

Assessment Type: Some parts of the survey are multiple choice, and the majority of the questions are point-scale.

This survey is developed based on several other youth surveys, and includes questions on several youth development and STEM factors, including student demographics, life skills, decision making skills, critical thinking skills, etc. The survey is created for broader 4H community, but can also be applied outside it.

Average Review: not yet rated

Youth Teamwork Skills Survey

Assessment Type: Self-reported survey

The Youth Teamwork Skills Survey is a self-report survey that measures youths’ perceived team communication skill levels. The survey is meant for youth in grades 6 - 12 participating in STEM out-of-school time programs. The survey includes 28 items that fall into five factors based on the team communication skill areas of closed-loop communication, information exchange, and listening.

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