Measuring fear of failure (FF) is a tremendous challenge for researchers and practitioners because (a) existing measures have demonstrated limited support for the validity of their score interpretations, and (b) existing measures are unidimensional while accumulating evidence suggests that FF is multidimensional. The Performance Failure Appraisal Inventory (PFAI) was developed to measures a set of empirically-derived cognitive-motivational-relational appraisals associated with FF.

Learning.com's 21st Century Skills Assessment provides deeper insight into students' grasp of critical 21st century skills.  The 21st Century Skills Assessment uses a psychometrically validated blend of interactive, performance-based questions that allow students to authentically perform complex tasks in simulated applications, and multiple choice, knowledge-based questions.

Entrepreneurial self-efficacy is measured by a 6-item self-assessment scale. The items on this scale represent competencies related to business/ entrepreneurial success, and were developed based on expert interviews with business leaders (Marlino & Wilson, 2003). Self-ratings in each area are summed and the overall mean used to create a composite entrepreneurship self-efficacy measure.

The Sources of Mathematics Self-Efficacy Scale was developed and tested with college and high school students. The college data supported a four-factor structure (performance, vicarious learning, social persuasion, emotional arousal). The high school data fit a five-factor model (performance, adult modeling, peer modeling, social persuasion, emotional arousal).

The STEM Career Interest Questionnaire is a 12-item survey using a Likert scale.  Items comprise three scales, measuring perception of supportive environment for pursuing a career in science, interest in pursuing educational opportunities that would lead to a career in science, and perceived importance of a career in science.

The links and attached documents provide the instrument as well as documentation for the instrument.

Authors provide instrument validity and/or reliability information.

The STEM Semantics Survey measures student interest in science, technology, engineering and mathematics as well as interest in STEM careers. The survey is comprised of five scales each with five items measured on a 7-point scale. The STEM Semantic Survey is appropriate for administration to middle school students and teachers.

The link below provides access to the instrument as well as information about the instrument.

Authors provide instrument validity and/or reliability information.

The Student Attitude Toward STEM was developed to indicate students’ attitudes toward STEM, so that educational institutions that are implementing a STEM-based program can ascertain if their program is having the desired influence on their students. The instrument includes 24 items rated on a four-point likert scale measuring three constructs: interest, ability, and value

The link below provides access to the instrument and information on its development.

Authors provide instrument validity and/or reliability information.

The Upper Elementary (4-5th) and the Middle and High School (6-12th) Student Attitudes toward STEM Surveys (S-STEM) each contain four scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a single result).

The Student Leadership Practices Inventory (Student LPI) offers students a 360º method for accurately assessing their leadership behavior based on the 'Five Practices of Exemplary Leadership.'  The self-assessment consists of 30 items, each measuring frequency of specific leadership behaviors on a 5-point Likert scale.  This self-assessment can be completed either online or in print.

The Upper Elementary (4-5th) and the Middle and High School (6-12th) Student Attitudes toward STEM Surveys (S-STEM) each contain four scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a single result). The first five scales consists of Likert-scale questions which ask the respondent about their confidence and attitudes toward math, science, engineering and technology, and 21st century learning respectively.

The Teachers' Sense of Efficacy Scale (also known as the Ohio State Teacher Efficacy Scale (OSTES)) is a self assessment designed to gain a better understanding of the kinds of things that create difficulties for teachers in their school activities. Two forms, a long form with 24 items and a short forms with 12 items, include three teacher efficacy subscales: instructional strategies, classroom management, and student engagement. 

The links below provides access to the instrument and information on its development.