The Modified Attitudes towards Science Inventory (mATSI) measures students' attitudes towards science related to such factors as students' perceptions of the science teacher, anxiety toward science, value of science in society, self-concept toward science and desire to do science. This 25-item inventory uses a 5-point Likert scale.The linked website contains the mATSI as well as information and reviews about it. Authors provide instrument validity and/or reliability information.

LAESE uses a number of Likert scale items to identify longitudinal changes in the self-efficacy of undergraduate students studying engineering. LAESE can be used with any students studying engineering. A high school instrument, based on LAESE, was developed and tested by the Female Recruits Explore Engineering (FREE) Project.The link provides access to the LAESE, information about the LAESE, and reviews on this instrument.

The Attitude toward Science School Assessment (ATSSA) is used to measure evaluate the relationship between attitude toward science and achievement in science. The instrument went through validation studies that resulted in reduction in the number of items in the instrument. The link provided is to a study that both describes the development and validation of the ATSSA as well as the ATSSA itself.Authors provide instrument validity and/or reliability information.

The Children's Science Curiosity Scale (CSCS) measures elementary school children's attitudes towards science in a learning context. Originally used with 5th grade students, it is comprised of 30 items, each using a 5-point Likert scale. Validity and reliability studies have been done on this scale. The pearweb.org link provides a description of this scale, reviews of this scale, and the instrument itself.Authors provide instrument validity and/or reliability information.

The 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, and career interest in science. The TOSRA includes 70 items, each measured on a 5-point Likert scale; these items comprise 7 subscales with 10 items each.TOSRA-2 is comprised of two 35-statement questionnaires (pretest/protest). It is used with adults and children. The cross-cultural validity of TOSRA has

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.

The Science Teacher Inquiry Rubric (STIR) was developed based upon the National Science Education Standards essential features of inquiry instruction. This instrument was developed to serve as a self-assessment tool for elementary school teachers to understand how they implement the essential features of inquiry into their classroom instruction.The links and attachments provide access to the STIR and its documentation.Authors provide instrument validity and/or reliability information.

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. The assessment helps to learn more about students' performance in all 24 standards in the six strands of the ISTE Standards-S: creativity, innovation, information fluency, critical thinking, decision making and digital

The Students Leaving Engineering Survey is designed to be used in conjunction with the 'Students Persisting in Engineering' measures. Together, these measure both male and female students' reasons for transferring out (or planning to transfer out) of engineering programs.

The Technology Self-Assessment Tool (TSAT) has been designed for:teachers, to determine their own levels of technology proficiency and to identify personal technology professional development needs;schools/districts, to assess their professional development needs and to plan professional development activities that will help all teachers become proficient in technology;and, the State, to gather and report data on technology competencies and technology professional development.The Massachusetts Department of Elementary and Secondary Education adapted the Technology Self-Assessment Tool