Resources

This paper reports the use sketch maps and qualitative Geographic Information Systems to document the changing perceptions of 43 youth aged 14–18 during their participation in a university program.

Building on previous research on the Science Teaching Efficacy Belief Instrument (STEBI) (I. Riggs and L. Enochs, 1990), the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers (SETAKIST), hypothesizes that science teacher self-efficacy exists in two constructs: teaching efficacy and knowledge efficacy. This instrument is comprised of 16 items, each measured by a 5-point Likert scale. The link provides documentation for the SETAKIST as well as the SETAKIST itself. Authors provide instrument validity and/or reliability information.

This pdf contains the following 4 survey instruments: - Student - Judge/Volunteer - Parent - Instructor

A computational thinking survey was designed to assess K-12 education students’ attitudes toward computer science and their understanding of computational thinking before and after implemenation of a computational thinking (CT) module. The surveys consisted of sixteen multiple-choice questions on a Likert scale from strongly agree to strongly disagree and four open-ended questions. The link below and attachement provide the instrument.

The Collective Self-Esteem Scale assesses individual differences in collective, rather than personal, self-esteem, with four subscales (membership esteem, public collective self-esteem, private collective self-esteem, and importance to identity). The 16 items are answered on a 7-point Likert Scale ranging from 1 (Strongly Disagree) to 7 (Strongly Agree). The instrument with details regarding scale construction is attached. Authors provide instrument validity and/or reliability information.

The Relevance of Science Education (ROSE) questionnaire was created as part of an international comparative project meant to shed light on affective factors of importance to the learning of science and technology.

Entrepreneurial self-efficacy is measured by a 6-item self-assessment scale. The items on this scale represent competencies related to business/ entrepreneurial success, and were developed based on expert interviews with business leaders (Marlino & Wilson, 2003). Self-ratings in each area are summed and the overall mean used to create a composite entrepreneurship self-efficacy measure. Entrepreneurial intentions are measured by asking participants to rate their interest in starting/ owning their own business on a 5-point Likert scale (1 = definitely not interested, 5 =extremely interested)

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 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.