The Science Teacher Inquiry Rubric (STIR) was developed based upon the National Science Education Standards essential features of inquiry instruction. This instrument was developed to serve as a self-assessment tool for elementary school teachers to understand how they implement the essential features of inquiry into their classroom instruction. The links and attachments provide access to the STIR and its documentation. Authors provide instrument validity and/or reliability information.

Learning.com's 21st Century Skills Assessment provides deeper insight into students' grasp of critical 21st century skills. The 21st Century Skills Assessment uses a psychometrically validated blend of interactive, performance-based questions that allow students to authentically perform complex tasks in simulated applications, and multiple choice, knowledge-based questions. The assessment helps to learn more about students' performance in all 24 standards in the six strands of the ISTE Standards-S: creativity, innovation, information fluency, critical thinking, decision making and digital

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 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 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 Computer Attitude Questionnaire is a 65-item Likert instrument for measuring middle school students' attitudes on all Young Children's Computer Inventory subscales plus computer anxiety. The 4-point Likert scale version is recommended for grades 4-8; the 5-point Likert scale version is recommended for high school students. This questionnaire is part of a series of six instruments developed to assess youth attititudes towards information technology. The link includes links to the instrument and links to two technical reports about the CAQ as well as documentation of reliability testing and