ITEST Resources

Background: Teacher self-efficacy has received attention because of its direct relationship with teachers’ classroom behaviors. Since engineering has been increasingly introduced in K-12 (precollege) education, development of an instrument to measure teachers’ self-efficacy in the context of teaching engineering has been needed. Purpose (Hypothesis): This study reports the development and validation of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers. Design/Method: The items for the TESS were constructed through a comprehensive review of the literature regarding K-12

Each of the five Science, Technology, Engineering, Mathematics, and Elementary Teacher Efficacy and Attitudes toward STEM Surveys (T-STEM) contains six 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 scale is called the Personal STEM Teaching Efficacy Belief Scale (PSTEBS) and consists of Likert-scale questions which ask the respondent about their confidence in their teaching skills. The second scale is called the STEM Teaching Outcome Expectancy Scale (STOES

The inventory is a free tool to assess how your collaboration is doing on 20 research-tested success factors. It takes about fifteen minutes to complete. It can be distributed to a small group of leaders in the collaborative, during a general meeting, or via mail to all members for the most complete picture. You can tally your score manually or online.

In this article, we describe a framework and instrument for measuring the mathematical quality of mathematics instruction. In describing this framework, we argue for the separation of the mathematical quality of instruction (MQI), such as the absence of mathematical errors and the presence of sound mathematical reasoning, from pedagogical method. We argue that conceptualizing this key aspect of mathematics classrooms will enable more clarity in mathematics educators’ research questions and will facilitate study of the mechanisms by which teacher knowledge shapes instruction and subsequent

Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers’ NOS views. However, the crucial component of assessing learners’ NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open-ended instrument, the Views of Nature of Science Questionnaire (VNOS), which in conjunction with individual interviews aims to provide meaningful

Increasingly, collaboration between business, non-profit, health and educational agencies is being championed as a powerful strategy to achieve a vision otherwise not possible when independent entities work alone. But the definition of collaboration is elusive and it is often difficult for organizations to put collaboration into practice and assess it with certainty. Program evaluators can assist practitioners concerned with the development of a strategic alliance predicated on collaboration by understanding and utilizing principles of collaboration theory. The Strategic Alliance Formative

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. Results indicated that PFAI scores represented fears of (a) experiencing shame and embarrassment, (b) devaluing

The Personal and Academic Self-Concept Inventory (PASCI) measures global, social, physical, and academic components of self-concept, as well as social anxiety. It is a 45-item instrument for middle and secondary school students, and college students. Participants can respond on a continuum, ranging from “practically never” to “very often.”