The Science Motivation Questionnaire II (SMQ-II) contains 25 items regarding students' motivation to learn science in college courses. Students respond on a 5-point rating scale of temporal frequency ranging from (0) never to (4) always. The SMQ-II contains five montivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Each component is measured with 5 separate items.Access to the instrument as well as instrument documentation can be found under the relevant website(s) heading. Separate questionnaires to measure students'

The Career Key test measures the strength of six Holland personality types. These types are based on Holland career choice theory, the one most widely used by professional counselors - and the subject of hundreds of scientific studies. The Career Key test can be taken using paper-pencil or online. Validity and reliability studies have been run on this instrument.CareerKey.org provides a link to purchasing the Career Key instrument (both paper-pencil and online versions) in multiple languages as well as various other resources produced by Career Key.

The Context Beliefs about Teaching Science Instrument is a 26-item 5-point Likert scale questionnaire. The primary purpose of this study was to develop and apply a method for assessing teachers' context beliefs about their science teaching environment. It could also be used to determine the factors which predict particular personal agency belief patterns, and assess teachers' perceptions of the strengths and weaknesses of school science programs, and could be used in planning and monitoring professional development experiences for science teachers. This instrument has both content and

The Reformed Teaching Observation Protocol (RTOP) was developed as an observation instrument to provide a standardized means for detecting the degree to which K-20 classroom instruction in mathematics or science is reformed. RTOP consists of 25 items, each using a 5-point Likert scale. These 25 items are divided equally into 5 categories: Lesson Design and Implementation, Content: Propositional Pedagogic Knowledge, Content: Procedural Pedagogic Knowledge, Classroom Culture: Communicative Interactions, and Classroom Culture: Student/teacher Relationships.The link provides instrument

The OMLI Classroom Observation Protocol is a tool for documenting the quantity and quality of mathematical discourse that transpires during K-12 mathematics lessons observed as part of the OMLI project. The protocol includes a 7-step classroom observation procedure which includes a pre- and a post-observation interview.The linked and attached document includes the protocol, the notation system used for observation, a classroom observation discourse form, a classroom observation reference sheet, and a classroom observation summary form.

The Mathematics Teaching Efficacy Belief Instrument (MTEBI) is a modification of of STEBI-B. This instrument measures mathematics efficacy beliefs in preservice teachers. The MTEBI consists of 21 items on each of two scales: Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy. Link provided includes instrument, scoring instructions, and instrument documentation.Authors provide instrument validity and/or reliability information.

The Attitudes Toward Science Inventory (ATSI) is a quantitative instrument used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. The link provided is to a study that validates the ATSI as part of a larger study measureing attitudes toward science.Authors provide instrument validity and/or reliability information.

The STEM Career Interest Questionnaire is a 12-item survey using a Likert scale. Items comprise three scales, measuring perception of supportive environment for pursuing a career in science, interest in pursuing educational opportunities that would lead to a career in science, and perceived importance of a career in science.The links and attached documents provide the instrument as well as documentation for the instrument.Authors provide instrument validity and/or reliability information.

The Sense of Belonging Scale is a measure of belonging first developed for use in an after-school youth development program. This 5-item scale uses a 5-point Likert scale for each item. Belonging scores were positively related to actual program attendance over a 6-month period, self-reported attendance in the last week, and protective factors found in communities. Belonging scores were moderately and negatively related to community-based risk factors.The link provides the Sense of Belonging Scale as well as its documentation.Authors provide instrument validity and/or reliability information.

The Self-Efficacy in Technology and Science (SETS) is a specific measure of self-efficacy in science inquiry and technology for middle school students. The SETS consists of six independent sections on self-efficacy in science inquiry and technology (science inquiry, using the Internet to find information, general computer usage, synchronous chat use, videogaming and computer gaming). The linked and attached paper provides the instrument and instrument documentation for the SETS. Diane Ketelhut's chapter regarding the SETS begins on page 14. Authors provide instrument validity and/or