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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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Read ReviewsSurvey 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)
Teacher Efficacy and Attitudes Toward STEM Survey
Assessment Type: Survey
The surveys can be used for measuring or monitoring change in teachers' efficacy and attitudes in STEM subjects, attitudes toward STEM, instructional practices and technology use. The 5 surveys (Science, Technology, Engineering, Math, and one for Elementary Teacher Efficacy) each have 6 sub-scales which include teaching efficacy, outcome expectancy, student technology use, frequency of instructional practices, and attitudes toward 21st-century learning. It is a validated measure that provides a multifaceted understanding of STEM teacher attitudes, efficacy, and practice. Although it can be an advantage to focus on subject matter for some (science, math, etc.) it could also be perceived as a limitation when evaluating integrated STEM approaches; it just depends upon your need.
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Read ReviewsTest of Science Related Attitudes (TOSRA)
Assessment Type: 70 5-point Likert scale items (10 questions from 7 subscales)
Assesses science-related attitudes along seven dimensions: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, & career interest in science.
Average Review: (4.0)
Thinking 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)