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resource evaluation

Revised Simpson-Troost Attitude Questionnaire (STAQ-R)

Revised Simpson-Troost Attitude Questionnaire (STAQ-R) is a revised version of the original tool – Simpson Troost Attitude Questionnaire (STQ), a 58-item Likert type scale created by Simpson and Troost in 1982. For reference, please see Simpson, R. D., & Troost, K. M. (1982). Influences on commitment to and learning of science among adolescent students. Science Education, 66, 763-781.
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TEAM MEMBERS: S.V. Owen M.A. Toepperwein C.E. Marshall M.J. Lichtenstein C.L. Blalock Y. Liu
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 Professional Development, Conferences, and Networks

Beliefs about Science and School Science Questionnaire (BASSSQ)

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." Although the survey was developed and validated for use with high school science teachers, it should also be suitable for use in the general adult population.
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TEAM MEMBERS: Jill Aldridge P.C. Taylor C.C Chen
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 Making and Tinkering Programs

Making Meaning [M2]

The Maker Movement is inspiring thousands of young people across the nation to tinker with and tackle problems involving design, engineering and programming. This report from the third Making Meaning Symposium takes a critical look at describing and documenting learning that takes place when young people make. The symposium brought together nearly 150 makers, funders, educational researchers, educators from K–12 and informal settings, museum and community based leaders, and policymakers. The aim of this national symposium was to craft a strategy for documenting the variety of learning and
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TEAM MEMBERS: Margaret Honey