The Development and Validation of a K-12 STEM Engagement Participant Outcome Instrument

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Λεπτομέρειες βιβλιογραφικής εγγραφής
Εκδόθηκε σε:	Education Sciences vol. 15, no. 3 (2025), p. 377
Κύριος συγγραφέας:	May, Toni A
Άλλοι συγγραφείς:	Johnson, Carla C, Sera, Harold, Walton, Janet B
Έκδοση:	MDPI AG
Θέματα:	National Academy of Engineering Environmental Protection Agency > EPA National Aeronautics & Space Administration > NASA National Research Council National Center for Education Statistics United States > US Internships 21st century Core curriculum Science education Transparency Outreach services Children & youth Self-efficacy Middle schools Learning Nonprofit organizations Government agencies Mathematics education STEM education After school programs Accountability Skills Technology education Councils Design Middle school students Literacy Qualitative research Self Efficacy International Assessment Educational Assessment Outreach Programs Performance Based Assessment Learner Engagement Scientific Literacy Resource Allocation Authentic Learning Educational Resources Influence of Technology 21st Century Skills Science Instruction Elementary Secondary Education Outcomes of Education Opportunities Educational Experience Programming Informal Education
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Περιγραφή
Περίληψη:	The U.S. Federal STEM Strategic Plan released in 2018 charged federal agencies to operate with transparency and accountability regarding the impact of STEM programming on participant outcomes. This study’s purpose is to share a robust and iterative design-based research validation study for a middle school (U.S. grades 6–8; ages 11–14 years old) Student STEM Outcomes Survey. Our team partnered with NASA to develop an instrument to study the impact of participation in NASA Office of STEM Education’s (OSTEM) engagement programming on middle school student affective outcomes. Overall, this study produced strong validity evidence for each construct (STEM Identity, STEM Self-Efficacy, STEM Interest, 21st century skills) of the Student STEM Outcomes Survey. Qualitative field testing results from subject matter experts and middle grade students related to content, response processes, and consequences of testing validity evidence provided support for data-informed item wording modifications. Rasch psychometric results assisted in meaningfully paring back items to ultimately result in parsimonious and psychometrically sound survey sections based on internal structure and response processes findings. Suggestions for using the newly developed and validated Student STEM Outcomes Survey are provided.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15030377
Πηγή:	Education Database