Resources included in these libraries were submitted by ITEST projects or STELAR and are relevant to the work of the NSF ITEST Program. PDFs and/or URLs to the original resource are included in the resource description whenever possible. In some cases, full text publications are located behind publishers’ paywalls and a fee or membership to the third party site may be required for access. Permission for use must be requested through the publisher or author listed in each entry.
California Critical Thinking Skills Tests (CCTST)
InstrumentsThe 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
InstrumentsCAPA 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
Assessment of Academic Self-Concept and Motivation (AASCM)
InstrumentsThe 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
Academic Self-Description Questionnaire (ASDQ)
InstrumentsThe 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
Teacher Beliefs Interview
InstrumentsThe 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.
Role Model Videos
PublicationThrough these role model videos, professionals' real world views and application of math show high school students just how relevant math is to their futures. Filmed on location, professionals tell students about how they use math in their careers and what math meant to them in high school. The role model videos are an important aspect of the"Scaling Up STEM Learning with the VCL" model. Teacher participants in this ITEST project were required to screen videos from this resource and engage their students in discussion about real world use of math and potential interest in STEM occupations. The
Wit Helps Women in Computer Science Combat Ignorance
PublicationAs a minority in the upper levels of the computing profession, women are sometimes mistreated through ignorance or malice. Some women have learned to respond with wit and panache.This article is part of a special issue of the Computer Professionals for Social Responsibility (CPSR) Newsletter.
The Digital Life Style for Women
PublicationIn Australia and the USA there are now more female undergraduates--right across the board, except in computer science and engineering, which is an issue we need to address --than there are males And it's partly as a result of the pressures of the information revolution. Suddenly corporations--and nations--need all the bright/creative people they can get. They can't afford to ignore half the resources! And for the first time in history, women are free to use their brains! This article is part of a special issue of the Computer Professionals for Social Responsibility (CPSR) Newsletter.
Where Have Women Gone and Will They Be Returning
PublicationThe Incredible Shrinking Pipeline (Camp 1997) describes a serious problem for computer science (CS) professionals everywhere. CS continually loses women at all stages of the pipeline including elementary, middle, and high schools, college, graduate school and beyond. Thus, the computing industry has lost access to a large pool of potential computer professionals. As a result, ACM's Committee on Women in Computing [ ACM-W:www.acm.org/women ] donated the appropriate funds needed to acquire current graduation and undergraduate enrollment statistics, which will provide an updated view of the
Forbidden Technology
PublicationA review of: The Technology of Orgasm; "Hysteria," the Vibrator, and Women's Sexual Satisfaction. By Rachel P. Maines. The Johns Hopkins University Press, 1999.This article is part of a special issue of the Computer Professionals for Social Responsibility (CPSR) Newsletter.