Evaluation

Engineering Education Beliefs and Expectations Instrument (EEBEI)

The Engineering Education Beliefs and Expectations Instrument (EEBEI) was designed to measure "teachers' beliefs and expectations about pre-college engineering instruction and preparation for students' access to college engineering programs and future career success in engineering" (Nathan et al., 2010, p.409). The EEBEI consists of 102 items. Seventy of the items in the EEBEI are Likert scale items, 16 are demographic items, and 16 items are based upon short vignettes (Nathan et al., 2010).

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Pedagogy of Science Teaching Test (POSTT)

The Pedagogy of Science Teaching Test (POSTT) was created to assess pedagogical content knowledge of inquiry science teaching and knowledge of topic teaching practices that reflect the inquiry nature of science.  This assessment, developed for formative and summative use, includes over 100 items across 3 science disciplines (physical, life, and earth sciences) for various topics, grade ranges, and facets of instruction.

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Teacher Academic Support Scale

The Teacher Academic Support Scale measures a student's perceived support from teachers.The 4-item Teacher Academic Support Scale (Cronbach's et = .84) asks about perceived support for learning, such as 'My teachers like to help me learn.' 

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Inventory of Teaching and Learning Survey (ITAL)

The Inventory of Teaching and Learning Survey (ITAL) was created to measure intent to persist, confidence in learning, attitudes towards success, perceived usefulness of knowledge and motivation to succeed in a STEM domain. This instrument was developed to reflect core observation and assessment concepts reflect in the Reform Teaching Observation Protocol (RTOP) (Sawada, Pibum, Turly, Falconer, Benford, & Judson).

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Multidimensional Scale of Perceived Social Support (MSPSS)

The Multidimensional Scale of Perceived Social Support (MSPSS) is a self-report measure of subjectively assessed social support.  This 12-item instrument uses a 5-point Likert scale.  It also has 3 subscales: significant other, family, and friends.

The linked article includes the MSPSS itself as well as its documentation, including its development, validity tests, and reliability tests.

Authors provide instrument validity and/or reliability information.

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Formative Assessment of Instruction (FASI)

This paper describes the process for creating and validating a Formative Assessment of Instruction (FASI), an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science.  

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Student Academic Support Scale (SASS)

The Student Academic Support Scale (SASS) is a method of assessing the frequency, importance, and mode of communicating academic support among college students.  The SASS is a 15-item scale that uses a 5-point Likert scale for each item.  

The link provided includes the SASS as well as its documentation.

Authors provide instrument validity and/or reliability information.

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Student Leadership Practices Inventory (Student LPI)

The Student Leadership Practices Inventory (Student LPI) offers students a 360º method for accurately assessing their leadership behavior based on the 'Five Practices of Exemplary Leadership.'  The self-assessment consists of 30 items, each measuring frequency of specific leadership behaviors on a 5-point Likert scale.  This self-assessment can be completed either online or in print.

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Intrinsic Motivation Inventory (IMI)

The Intrinsic Motivation Inventory (IMI) is a multidimensional measurement device intended to assess participants' subjective experience related to a target activity in laboratory experiments. It has been used in several experiments related to intrinsic motivation and self-regulation (e.g., Ryan, 1982; Ryan, Mims & Koestner, 1983; Plant & Ryan, 1985; Ryan, Connell, & Plant, 1990; Ryan, Koestner & Deci, 1991; Deci, Eghrari, Patrick, & Leone, 1994).

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Perceived Competence Scale (PCS)

The Perceived Competence Scale (PCS) is a short, 4-item questionnaire, and it assesses participants' feelings of competence about, say, taking a particular college course, engaging in a healthier behavior, participating in a physical activity regularly, or following through on some commitment.  Because the PCS pertains to particular behaviors or behavioral domains, it can be easily adapted to study additional behaviors or behavioral domains.

 

 

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