The Science Teaching Efficacy Belief Instrument (STEBI) is used in many studies to measure science teaching self-efficacy and outcome expectancy in preservice elementary teachers. This 25-item instrument uses a 5-point Likert scale. The STEBI-A is the version recommended for use with in-service teachers; the STEBI-B is the version recommended for use with pre-service teachers. Attached and linked are both versions of the STEBI as well as its documentation. Authors provide instrument validity and/or reliability information.

The Teacher Belief Inventory (TBI) is an instrument for measuring the degree to which pre-service teachers manifest a theoretical or practical orientation toward educational problems. The TBI consists is 25 pairs of statements which cover 6 areas of educational practice: planning, instruction, classroom management, progress monitoring, clinical assistance, and caring for students. One statement in each pair represents a theoretical approach to problem solving, while the other statement represents a practical approach. The link and attached provide the TBI and its documentation.

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). The website and attachment provided contain documentation for this instrument. Authors provide

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. For formative use in teacher education, individual items can be used to engender debate and discussion about science teaching approaches, in the context of specific topics

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). derived from the Fennema-Sherman mathematics attitudes scales (Fennema, 1976), modified to reflect biotechnology rather than mathematics.The survey consists of a series of 52

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.