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resource evaluation Informal/Formal Connections

Revised Women in Science Scale (WISS-R)

Women in Science Scale-Revised (WiSS-R) is a revised version of the original tool - Women in Science Scale (WiSS), a 27-item Likert type scale created by Erb & Smith in 1984. For reference, please see Erb, T. O., & Smith, W. S. (1984). Validation of the Attitude Toward Women in Science Scale for Early Adolescents. Journal of Research in Science Teaching, 21, 391–397.
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TEAM MEMBERS: Steven Owen Mary Anne Toepperwein Carolyn Marshall Michael Lichtenstein Cheryl Blalock Yan Liu et al.
resource evaluation Informal/Formal Connections

Programme for International Student Assessment (PISA)

Assesses how well students can apply the scientific knowledge and skills they have learned at school to real-life challenges.
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TEAM MEMBERS: Organisation for Economic Co-operation and Development (OECD)
resource evaluation Informal/Formal Connections

Wareing Attitudes toward Science Protocol (WASP)

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
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TEAM MEMBERS: C. Wareing
resource evaluation Informal/Formal Connections

Critical Thinking in Everyday Life

The tool assess youth’s critical thinking ability by examining the following constructs: Reasoning, Enquiry, Analysis/Information Processing, Flexibility.
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TEAM MEMBERS: Daniel Perkins Claudia Mincemoyer
resource evaluation Informal/Formal Connections

Children’s Attitudes Toward Technology Scale (CATS)

Although today's children have become the benefactors of an evolving technological society, few studies have addressed the assessment of their attitudes toward technology. This study describes the development of the Children's Attitude Toward Technology Scale (CATS) with 574 children in a rural school district. Principal components analysis of the CATS followed by varimax rotation indicated that item intercorrelations could be explained by two factors entitled "interest/aptitude" and "alternative preferences." Sub-scales at two test administrations demonstrated good internal consistency and
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TEAM MEMBERS: C.G. Frantom K.E. Green E.R. Hoffman
resource evaluation Informal/Formal Connections

Epistemological Beliefs Assessment for Physics Science (EBAPS)

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.
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TEAM MEMBERS: Andrew Elby John Frederiksen Christina Schwarz Barbara White
resource evaluation Informal/Formal Connections

Views about Science Survey (VASS)

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).
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TEAM MEMBERS: Ibrahim Halloun
resource evaluation Informal/Formal Connections

Draw-a-Scientist Test (DAST)

Assesses children's conceptual images of scientists.
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TEAM MEMBERS: D.W. Chambers
resource evaluation Informal/Formal Connections

Test of Science Related Attitudes (TOSRA)

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.
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TEAM MEMBERS: B.L. Fraser
resource evaluation Informal/Formal Connections

Attitude Toward Science in School Assessment (ATSSA)

This instrument is for measuring the attitudes toward science in seventh- and eighth-grade students. The instrument can be used to investigate the relationship between science achievement and attitude toward science in school.
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TEAM MEMBERS: Paul Germann
resource research Informal/Formal Connections

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built.
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TEAM MEMBERS: Board on Science Education
resource evaluation Informal/Formal Connections

Teaching Literacy Through Art: Program Evaluation

This report presents findings from the 2004-06 Teaching Literacy Through Art research study of the Learning Through Art program (LTA) conducted by Randi Korn & Associates, Inc. (RK&A), for the Solomon R. Guggenheim Museum in New York, New York. The Guggenheim Museum received a three-year Arts in Education Model Development and Dissemination grant from the U.S. Department of Education to study the impact of the LTA program on students in the New York City public school system. This is the final report of the study, and it synthesizes data from both the 2004-05 and 2005-06 school years. The
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TEAM MEMBERS: Randi Korn & Associates, Inc. Solomon R. Guggenheim Museum