A 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.

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 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 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)

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 Technological Pedagogical Content Knowledge (TPACK) was introduced to the education research field as a theoretical framework for understanding teacher knowledge required for effective technology integration. Seven components are addressed in the TPACK framework: Technology Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. The link below provides access to the instrument and documentation about the instrument. Authors provide instrument

The Technology Proficiency Self-Assessment is a 20-question survey intended to assess an individual's proficiency with various uses of technology. The individual taking the survey chooses one of five levels of agreement for each question. The link below provides access to the instrument.