Checklists for the Common Guidelines for Education Research and Development

This document includes six checklists created by the Evaluation Resource Center for Advanced Technological Education (EvaluATE).  These checklists  may be used by researchers and evaluators to check for adherence to the National Science Foundation's Common Guidelines.


Real Time Assessment of Computational Thinking

This paper suggests a Cyberlearning tool based on a highly innovative assessment methodology that helps teachers with computer science education. Currently, there is a strong push to integrate aspects of programming and coding into the classroom environment. However, few if any tools exist that enable real-time formative assessment of in-class programming tasks.


ITEST Symposia at AERA

The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas -- from early education through higher education, from digital learning to second language literacy. It is where to encounter ideas and data that will shape tomorrow's education practices and policies, and where to connect with leading thinkers from the U.S. and around the world.


Council’s STEM Classrooms Professionally Developed by TIES

Although works in progress, Iowa’s newly minted STEM educators now possess basic STEM curricular design and assessment practices that over the coming year will be honed through practice and continued support by the TIES team as well as the support team consisting of regional STEM managers, higher education professionals, AEA consultants, and Extension staff.  STEM professional development represents the third and final component in place (following the physical space design and the establishment of community partnerships) for the STEM Council’s four partners to showcase


Computational Thinking Survey

A computational thinking survey was designed to assess K-12 education students’ attitudes toward computer science and their understanding of computational thinking before and after implemenation of a computational thinking (CT) module. The surveys consisted of sixteen multiple-choice questions on a Likert scale from strongly agree to strongly disagree and four open-ended questions.

The link below and attachement provide the instrument. 


Collective Self-Esteem Scale (CSES)

The Collective Self-Esteem Scale assesses individual differences in collective, rather than personal, self-esteem, with four subscales (membership esteem, public collective self-esteem, private collective self-esteem, and importance to identity). The 16 items are answered on a 7-point Likert Scale ranging from 1 (Strongly Disagree) to 7 (Strongly Agree).

The instrument with details regarding scale construction is attached.

Authors provide instrument validity and/or reliability information. 


Relevance of Science Education (ROSE) Questionnaire

The Relevance of Science Education (ROSE) questionnaire was created as part of an international comparative project meant to shed light on affective factors of importance to the learning of science and technology.


Entrepreneurial Self-Efficacy and Intentions

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.


STELAR Webinar: The New Face of Research and Evaluation in ITEST Projects

In this webinar, PIs and evaluators described how they are meeting the challenge of incorporating rigorous research designs and evaluations that provide useful measures of project success, all while developing dynamic activities within the ITEST framework.

Unlimited slots left.

National Science Foundation STEM + Computing Partnerships Program Solicitation

The STEM + Computing Partnerships (STEM+C) program seeks to significantly enhance the learning and teaching of STEM and computing by K-12 students and teachers, through research on, and development of, courses, curriculum, course materials, pedagogies, instructional strategies, or models that innovatively integrate computing into one or more STEM disciplines, or integrate STEM content into the teaching and learning of computing. In addition, STEM+C seeks to build capacity in K-12 computing education with foundational research and focused teacher preparation.