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 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 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.

The My Next Move Career Assessment is an on-line interest assessment with 60 questions targeted to help individuals learn what she/he likes to do. Responses are made on a 5-point scale ranging from strongly dislike to strongly like. Based on the individual’s interests and responses, the information gathered will be used to suggest potentially suitable occupations and careers. My Next Move is intended to assist all jobseekers. It may be especially useful for students, young adults and other first-time workers as they explore potential careers based on their interests. The link below provides

Computational Thinking Pattern Analysis (CTPA) enables teachers to visualize which of nine specific skills students have mastered in game design that can then be used to create simulations. CTPA has the potential to automatically recognize and calculate student computational thinking skills as well as to map students’ computational thinking skill progression, as they proceed through the curriculum. The link and attachment provide documentation about the instrument. Authors provide instrument validity or reliability information.