Designed to be used with 10-14 year olds, the Measuring Activation (MA) instrument was written for use with 10-14 year-old respondents to assess an individual across each of the four dimensions of science learning activation (Fascination, Values, Competency Belief, Scientific Sensemaking). The construct is conceived as semi-malleable and therefore is amenable to intervention. However, we expect that changes in scale scores to only be present for interventions that are at least several days or months in duration, not single hour-long experiences. The survey can be used in longitudinal contexts

This assessment guides individuals through the actual process counselors use, while increasing people’s career awareness and helping them make more informed decisions. It measures an individual’s strengths and weaknesses in the areas of knowledge of the world of work, self-knowledge, knowledge of occupations, career decision-making, career planning, and career implementation. Individuals gain specific feedback about the areas they need to improve and helpful strategies for furthering their career development.

Checklist includes a handbook explaining its use.

Twenty-item survey on technology proficiency.

The Career Decision Self-Efficacy Scale (CDSE) measures an individual's degree of belief that he/she can successfully complete tasks necessary to making significant career decisions. The CDSE consists of five subscales measuring the five Career Choice Competencies of John O. Crites' Theory of Career Maturity. The CDSE is available in both a 50-item form and a 25-item short form. It is strongly linked to positive educational and career decisional outcomes.

The Educational and Career Interest scale, a self-report instrument measuring high school students’ educational and career interest in STEM, was developed and validated in two studies conducted during 2010 and 2011. Study 1 included data from 92 high school students, in which exploratory factor analysis (EFA) was conducted with an initial item pool of 20 items. EFA identified three factors: educational and career interest in science, educational and career interest in technology, and educational and career interest in mathematics. Study 2 utilized data from 658 students to revisit the three

The Upper Elementary (4-5th) and the Middle and High School (6-12th) Student Attitudes toward STEM Surveys (S-STEM) each contain four scales (sets of surveys items that most confidently describe a single characteristic of the survey-taker when the responses to these items are calculated as a single result). The first five scales consists of Likert-scale questions[1] which ask the respondent about their confidence and attitudes toward math, science, engineering and technology, and 21st century learning respectively. Final items in the surveys ask students about their attitudes toward 12

This paper reports the use sketch maps and qualitative Geographic Information Systems to document the changing perceptions of 43 youth aged 14–18 during their participation in a university program.