ITEST Resources

The Draw-a-Scientist Test is an open-ended projective test that assesses children's conceptual images of scientists. The DAST is evaluated using a 7-point scale based on the presence of the following components in drawing: lab coat, eyeglasses, facial growth of hair, symbols of research, symbols of knowledge, technology & relevant captions. The link provides the DAST, its documentation, and reviews. Authors provide instrument validity and/or reliability information.

Structured observations have been conducted by researchers across the United States for several years using the Classroom Observation Measure, developed and validated by researchers at the Center for Research in Educational Policy (CREP) (Ross et al, 1991). Overall observation items from that instrument were modified to create the School Observation Measure (SOM), which represents a summary of ten 15-minute observations conducted in a single day. Multiple observations using the SOM allow researchers to determine the extent to which different common and alternative instructional practices are

ACT Compass is a computer-adaptive college placement test that lets educators (a) evaluate incoming students' skill levels in Reading, Writing Skills, Writing Essay, Math, and English as a Second Language; (b) place students in appropriate courses, and (c) connect students to the resources they need to achieve academic success. The Reading, Writing Skills, and Math tests all utilize multiple choice items in quantities that vary by test. Each of these tests contain both placement and diagnostic tests. The Math Placement Test is a multiple-choice test that evaluates students' ability levels in

The Changes in Attitudes about the Relevance of Science (CARS) instrument was developed to measure (a) change of science-related attitudes over time among middle school and high school students, and (b) the effect of similar curricula on the attitudes of different classes. This instrument uses 25 items, each using a 5-point Likert scale. There are three forms of this instrument (A, B, and C); these forms share 8 items, and the other 17 items are unique to the form. The link provides both the CARS, its documentation, and its reviews. The attachment includes just the instrument documentation

The California Critical Thinking Skills Tests (CCTST) is an objective measure of the core reasoning skills needed for reflective decision making concerning what to believe or what to do. The CCTST is designed to engage the test-taker's reasoning skills. The CCTST tests range in number of items, though all are presented in multiple choice format, and all use everyday scenarios appropriate to the intended test-taker group. Items range in difficulty and complexity. The CCTST is not one test, but a dynamic family of tests - different versions for different age levels or professional fields. These

CAPA Explore is an online series of assessments that allow individuals to explore college majors. It includes an Interest Inventory and a Confidence Inventory. The Interest Inventory yields results in six general categories (enterprising, artistic, social, investigative, conventional, and realistic), each with between 3-9 specific sub-scales correlating to an academic interest area. The Confidence Inventory also yields results in six general categories (social, enterprising, investigative, conventional, artistic, and realistic), each with between 3-7 specific sub-scales correlating confidence

The Assessment of Academic Self-Concept and Motivation (AASCM) was developed in accordance with motivational systems theory. This 80-item assessment is home to 16 subscales (with 5 items per subscale); each item is measured using a 7-point Likert scale. The assessment was grouped according to 4 high school domains: cognitive, social, extracurricular, and personal. The 16 subscales are comprised of 4 measures: cognitive ability, cognity importance, social control, and personal environment, each falling under each of the 4 high school domains. The linked article provides instrument documentation

The Academic Self-Description Questionnaire tests students' academic self-concept, as described by the model put forth by Marsh/Shavelson. Seeking information on self-concept by academic subject and grade, this questionnaire uses a 6-item self-concept scale for different subjects. Each item is measured on a 6-point Likert scale. Two forms of the questionnaire have been developed. The Academic Self-Description Questionnaire (ASDQ-1) is used with Grades 5-6 ad focuses on 12 subjects: Spelling, Reading, Handwriting, Social Studies, Computer Studies, Science, Mathematics, Physical Education, Art

The Teacher Beliefs Interview is a semi-structured, 7-item protocol designed to elicit beginning secondary science teachers' beliefs about teaching, learning, and students in mathematics and science classes. The linked and attached article provides both the Teacher Beliefs Interview and its documentation. Authors provide instrument validity and/or reliability information.