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STEM K-12 Measurement Research

 

Science Literacy Inventory      
 

The Science Literacy Inventory (SLI)  is designed to measure students’ science literacy. There is a separate inventory for each grade level in Grades 3-12 and each inventory is aligned with the science subject matter content for the grade level. There are three components of the science literacy inventory: (a) a vocabulary in context section, (b) a reading comprehension section, and (c) a science writing section. These three components  represent both depth and breadth of content literacy in science.
The instrument was designed and tested for validity and reliability in accordance with best practices in instrument design established by both the Educational Testing Service (ETS, 2006) and the National Council of Measurement Education (NCME, 2006) and groundbreaking work on item response theory (IRT) by Mark Wilson (2011).
This instrument  may be used for K-12 students. For additional information related to this instrument,  please contact Dr. Gisele Ragusa at ragusa@usc.edu

 

Motivation for and Engagement with Science Questionnaire      
 

The Motivation for and Engagement with Science Questionnaire (MSEQ) is a multidimensional questionnaire that measures students’ motivation to work in science and the level of engagement that they have with science content and contexts in formal and informal K-12 settings. It includes 10 subscales, half of which are tied to intrinsic motivation, and half of which are tied to extrinsic motivation. It builds upon the work of Guthrie, Baker and Wigfield’s (1997, 2001, 2004) reading motivation research and is aligned specifically with K-12 science content. 
The instrument was designed and tested for validity and reliability in accordance with best practices in instrument design established by both the Educational Testing Service (ETS, 2006) and the National Council of Measurement Education (NCME, 2006) and groundbreaking work on item response theory (IRT) by Mark Wilson (2011).
This instrument  may be used for K-12 students. For additional information related to this instrument,  please contact Dr. Gisele Ragusa at ragusa@usc.edu

 

Motivation for and Engagement with Math Questionnaire      
 

The Motivation for and Engagement with Math Questionnaire (MMEQ) is a multidimensional questionnaire that measures students’ motivation to work in math and the level of engagement that they have with math content and contexts in formal and informal K-12 settings. It includes 10 subscales, half of which are tied to intrinsic motivation, and half of which are tied to extrinsic motivation. It builds upon the work of Guthrie, Baker and Wigfield’s (1997, 2001, 2004) reading motivation research and is aligned specifically with K-12 science content.
The instrument was designed and tested for validity and reliability in accordance with best practices in instrument design established by both the Educational Testing Service (ETS, 2006) and the National Council of Measurement Education (NCME, 2006) and groundbreaking work on item response theory (IRT) by Mark Wilson (2011).
This instrument  may be used for K-12 students. For additional information related to this instrument,  please contact Dr. Gisele Ragusa at ragusa@usc.edu