ITEST Resources

The Twenty Statements Test (TST) is an instrument used to measure self concept. It was devised in 1954 by Manfred Kuhn & Thomas McPartland, with the aim of finding a standardized way to measure assumptions and self-attitudes. The test takes the form of a survey, with respondents asked to give up to twenty responses to the prompts, "Who am I?" or "I am..."; it is not mandatory that respondents give twenty answers. The test usually only takes a few minutes. The test is unusual in utilising an open-question methodology, making coding non-straighforward. Kuhn (1960) has stated that responses to

The Technological Pedagogical Content Knowledge (TPACK) was introduced to the education research field as a theoretical framework for understanding teacher knowledge required for effective technology integration. Seven components are addressed in the TPACK framework: Technology Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. The link below provides access to the instrument and documentation about the instrument. Authors provide instrument

The Technology Proficiency Self-Assessment is a 20-question survey intended to assess an individual's proficiency with various uses of technology. The individual taking the survey chooses one of five levels of agreement for each question. The link below provides access to the instrument.

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