Results
Click on "Full Details" for expanded description and how to obtain the assessment.
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)
PDQ Survey
Assessment Type: Likert scale
The Undergraduate PDQ instruments are designed for undergraduate activities where time limitations or activity importance make rigorous assessment (e.g. using pre and post measures) impractical. PDQ stands for "pretty darn quick," so named because you can use them for activities that you want to assess but don't have the desire or time to do so more intensively. Both versions of the undergraduate PDQ instruments gather data on the extent to which respondents participated in the activity, their goals, and feedback from the leaders or participants on their impressions of the activity, their satisfaction with the activity, and their suggestions for how it could be improved.
Average Review: 
(4.0)
Perceived Authenticity Scale
Assessment Type: Scale
STEAM education is a method for driving student engagement in STEM topics through personal expression, creativity and aesthetics. EarSketch, a collaborative and authentic learning tool which introduces students to programming through music remixing, has previously been shown to enhance student engagement and intent to persist in computing. The goal of EarSketch is to broaden participation in computing through a thickly authentic learning environment that has personal and real world relevance in both computational and music domains. This mixed methods study extends previous work by 1) using a newly- developed instrument to assess creativity and 2) testing a theory of change model that provides an explanatory framework for increasing student engagement in STEAM. The results suggest that students who used EarSketch express statistically significant gains in computing attitudes and creativity. Furthermore, a series of multiple regression analyses found that a creative learning environment, fueled by a meaningful and personally relevant EarSketch curriculum, drives improvements in students' attitudes and intent to persist in computing. This work makes a significant contribution to computer science education by establishing the effectiveness of an authentic STEAM curriculum and advancing our knowledge of the underlying mechanisms driving students' motivations to persist in STEM disciplines.
Average Review: not yet rated
Read ReviewsPersonal Creativity Scale
Assessment Type: Scale
This scale build on the work from previous researchers who have measured creativity by using Creativity Support Tools (CSTs) that were developed from interviews and focus groups. One instrument, The Creativity Support Index (CSI), measures creativity in terms of feelings of exploration, expressiveness, and immersion. Our current work builds on this scale by modifying the items to fit within a STEAM, specifically computing and music, context.
Average Review: not yet rated
Read ReviewsPre/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.
Average Review: not yet rated
Read Reviews