STEM Content and Standards

Learning to Think Spatially

This National Research Council publication examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum.

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ITEST Info Brief: Active Learning in the Information Age

ITEST LRC Info Brief Volume 1, July 2004

ITEST project staff contributed to thoughtful discussion around how specific technologies can be harnessed to enhance academic learning and creative expression.

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A Program Director's Guide to Evaluating STEM Education Programs: Lessons Learned from Local, State, and National Initiatives

In today's world of high accountability, strong evidence on intended outcomes is key to building credibility and replicability of science, technology, engineering and mathematics (STEM) programs.  This primer, for program directors/managers, educators and others responsible for developing and implementing STEM programs:

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STEM Semantics Survey

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.

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North Carolina Test of Geometry

The North Carolina Test of Geometry is a 60-item, multiple choice achievement test to be administered following the completion of the Geometry course of study.

The link provided includes the North Carolina Test of Geometry, its answer key, and a raw to scale score conversion.

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Technology Self-Assessment Tool (TSAT)

The Technology Self-Assessment Tool (TSAT) has been designed for:

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TerraNova 3: Science

TerraNova, Third Edition utilizes multiple assessments to measures important higher-order thinking skills as well as basic and applied skills. These assessments generate norm-referenced achievement scores, criterion-referenced objective mastery scores, and performance-level information.  The assessments include reading, language, mathematics, science, and social studies tests for grades 1-12. It is the only standardized achievement test to combine selected-response items with constructed-response items that ask students to produce their own responses.  

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Place-Based Education and Geographic Information Systems: Enhancing the Spatial Awareness of Middle School Students in Maine

Spatial literacy is a new frontier in K-12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed "memory maps" of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students' spatial awareness was documented.

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