Year 1 Project Evaluation Report
PublicationScaling Up Success: Using MATE’s ROV Competitions to Build a Collaborative Learning Community that Fuels the Ocean STEM Workforce Pipeline Grant Year 1 Evaluation Report
Scalable Game Design the Movie
VideoMovie produced by Google showing the Scalable Game Design project in action.
Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework
PublicationTechnology applications aligned with science, technology, engineering, and math (STEM) workplace practices can engage students in real-world pursuits but also present dramatic challenges for classroom implementation. We examined the impact of teacher professional development focused on incorporating these workplace technologies in the classroom. Because existing measures primarily use only presence or type of technology as proxies for implementation quality, we developed an expanded framework that incorporated (a) the type of technology used; (b) the degree of alignment to STEM practices; (c)
Checklists for the Common Guidelines for Education Research and Development
PublicationThis document includes six checklists created by the Evaluation Resource Center for Advanced Technological Education (EvaluATE). These checklists may be used by researchers and evaluators to check for adherence to the National Science Foundation's Common Guidelines.
Real Time Assessment of Computational Thinking
PublicationThis paper suggests a Cyberlearning tool based on a highly innovative assessment methodology that helps teachers with computer science education. Currently, there is a strong push to integrate aspects of programming and coding into the classroom environment. However, few if any tools exist that enable real-time formative assessment of in-class programming tasks. The proposed REACT (Real Time Evaluation and Assessment of Computational Thinking) system is a first step toward allowing teachers to see which high-level concepts students have mastered and which ones they are struggling with as
Computational Thinking Survey
InstrumentsA computational thinking survey was designed to assess K-12 education students’ attitudes toward computer science and their understanding of computational thinking before and after implemenation of a computational thinking (CT) module. The surveys consisted of sixteen multiple-choice questions on a Likert scale from strongly agree to strongly disagree and four open-ended questions. The link below and attachement provide the instrument.
Collective Self-Esteem Scale (CSES)
InstrumentsThe 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.
Relevance of Science Education (ROSE) Questionnaire
InstrumentsThe Relevance of Science Education (ROSE) questionnaire was created as part of an international comparative project meant to shed light on affective factors of importance to the learning of science and technology.
Entrepreneurial Self-Efficacy and Intentions
InstrumentsEntrepreneurial self-efficacy is measured by a 6-item self-assessment scale. The items on this scale represent competencies related to business/ entrepreneurial success, and were developed based on expert interviews with business leaders (Marlino & Wilson, 2003). Self-ratings in each area are summed and the overall mean used to create a composite entrepreneurship self-efficacy measure. Entrepreneurial intentions are measured by asking participants to rate their interest in starting/ owning their own business on a 5-point Likert scale (1 = definitely not interested, 5 =extremely interested)
Twenty Statements Test (TST)
InstrumentsThe 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