ITEST Resources

The Teachers' Sense of Efficacy Scale (also known as the Ohio State Teacher Efficacy Scale (OSTES)) is a self assessment designed to gain a better understanding of the kinds of things that create difficulties for teachers in their school activities. Two forms, a long form with 24 items and a short forms with 12 items, include three teacher efficacy subscales: instructional strategies, classroom management, and student engagement. The links below provides access to the instrument and information on its development. Authors provide instrument validity and/or reliability information.

The Student Attitude Toward STEM was developed to indicate students’ attitudes toward STEM, so that educational institutions that are implementing a STEM-based program can ascertain if their program is having the desired influence on their students. The instrument includes 24 items rated on a four-point likert scale measuring three constructs: interest, ability, and value The link below provides access to the instrument and information on its development. Authors provide instrument validity and/or reliability information.

Since its development in the 1970s, researchers, evaluators, and change facilitators have been using the Stages of Concern (SoC) Questionnaire to assess teacher concerns about new programs and practices. The purpose of this questionnaire is to determine what people are thinking about when using various programs or practices. It is intended to assess their levels of concerns at various times during the adoption process. The link below provides access to the instrument as well as documentation about the instrument.

The Stages of Adoption of Technology (Stages v1.1) instrument is a quick self-assessment measure. It has been used in both preservice and inservice education to measure the impact of information technology training as well as trends over time. It is derived from the stages presented by Russell (1995) in research assessing adults learning to use electronic mail. Russell's stages included: (1) awareness, (2) learning the process, (3) understanding the application of the process, (4) familiarity and confidence, (5) adaptation to other contexts, and (6) creative applications to new contexts. The

The Spatial Thinking Ability Test (STAT) integrates geography content knowledge and spatial skills. It consists of sixteen multiple-choice questions of eight types including: (1) comprehending orientation and direction; (2) comparing map information to graphic information; (3) choosing the best location based on several spatial factors; (4) imagining a slope profile based on a topographic map; (5) correlating spatially distributed phenomena; (6) mentally visualizing 3-D images based on 2-D information; (7) overlaying and dissolving maps; and (8) comprehending geographic features represented as

Spatial ability is required in technical and design jobs where drawing and plans are used, for example; architecture, surveying, engineering, and design. It is also important in some branches of science and technology where three-dimensional components are interacting. Spatial ability tests are administered by employers to job seekers during interviews. Practice test 1 includes 45 multiple choice questions. The link below provides access to the instrument and it is also attached.

The Sources of Mathematics Self-Efficacy Scale was developed and tested with college and high school students. The college data supported a four-factor structure (performance, vicarious learning, social persuasion, emotional arousal). The high school data fit a five-factor model (performance, adult modeling, peer modeling, social persuasion, emotional arousal). The Sources of Science Self-Efficacy Scale was adapted from the mathematics scale and was used with middle school students. It consists of four subscales measuring the effects of mastery experiences (eight items; sample: ‘‘I got a good

In 1984, research was begun in The Netherlands to determine the attitude toward and concept of technology held by students aged 12-15 years. An instrument was developed and a large scale sample was taken in that country. In 1987, Dr. William E. Dugger from VA Tech attended a conference of persons working with PATT and suggested the replication of the PATT study in the United States. The PATT-USA instrument contains four parts. The first asks for a short description of what the student thinks technology is; the second part consists of eleven questions to gather demographic data about the

The My Next Move Career Assessment is an on-line interest assessment with 60 questions targeted to help individuals learn what she/he likes to do. Responses are made on a 5-point scale ranging from strongly dislike to strongly like. Based on the individual’s interests and responses, the information gathered will be used to suggest potentially suitable occupations and careers. My Next Move is intended to assist all jobseekers. It may be especially useful for students, young adults and other first-time workers as they explore potential careers based on their interests. The link below provides

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.