Evaluation

MOSART Inventories

Each MOSART assessment instrument comprises a set of multiple-choice items that are linked to the K–12 physical science and earth science content, and K–8 life science content in the NRC National Science Education Standards, as well as to the research literature documenting misconceptions concerning science concepts.

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Technology Attitudes and Learning

The instrument documentation reports the results of a study examining the predictive validity of a computer attitude instrument. The researchers attempted to determine the extent to which this instrument predicts student learning. The predictive validity of the instrument was confirmed, as no significant differences were found between the mean predicted and observed learning outcome scores.

The link below provides access to documentation about the instrument.

Authors provide instrument validity and/or reliability information.

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MUSIC Model of Academic Motivation Inventory (MMAMI)

The MUSIC model was developed by Jones (2009) to help instructors better understand how current motivation research and theories can be applied to instruction. The components in the MUSIC model are derived from research and theory as ones that are critical to student engagement in academic settings, including: empowerment, usefulness, success, interest, and caring.

 

The links below provide access to documentation about the instrument.

 

Authors provide instrument validity and/or reliability information.

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ISTE Classroom Observation Tool (ICOT)

The ISTE Classroom Observation Tool (ICOT) is a free online resource created to help guide teachers, administrators, and other educators as they observe and assess technology integration in classrooms. ICOT provides a set of questions designed to aid the classroom observation of a number of key components of technology integration. The tool can be used to collect observations to study school programs or curriculum interventions, document the effective use of technology in schools, and share information.

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Iowa Tests of Basic Skills (ITBS)

The Iowa Tests of Basic Skills (ITBS) offer educators a diagnostic look at how their students are progressing in key academic areas. The ITBS tests are designed for kindergarten through 8th grade students and include nine themes: vocabulary, word analysis, listening, reading comprehension, language, math, social studies, science, and sources of information. Each test takes 30 minutes or less to administer. The tests vary in length from 4 to 59 items.  

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Culturally Responsive Teaching Self-Efficacy Scale (CRTSE)

The Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) was developed and administered to a sample of preservice teachers in the Midwest. It was designed to elicit information from preservice teachers regarding their self-efficacy to execute specific culturally responsive teaching tasks.

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Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale

The Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale was developed and administered to a sample of preservice teachers in the Midwest.

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Concerns-Based Adoption Model (CBAM) – Levels of Use

The Levels of Use is one of three components that make up the diagnostic dimensions of the Concerns-Based Adoption Model. Determining Levels of Use is done with the use of a series of questions that a facilitator asks a staff member, during a focused interview. The Levels of Use interview protocol enables educators to know not only the extent to which staff are using a new program but also whether individuals are at a beginning stage—still working through the challenges associated with grasping the program—or at a more advanced level, where he or she has expertise in using the program.

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Computational Thinking Pattern Analysis (CTPA)

Computational Thinking Pattern Analysis (CTPA) enables teachers to visualize which of nine specific skills students have mastered in game design that can then be used to create simulations. CTPA has the potential to automatically recognize and calculate student computational thinking skills as well as to map students’ computational thinking skill progression, as they proceed through the curriculum.

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ITEST Data Brief: Project Strategies to Engage Underrepresented Populations

ITEST Data Brief Volume 2, Issue 1, January 2015

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