Learning Attitudes about Science Surveys

These surveys characterize students' attitudes, perceptions, and beliefs about learning a particular science and contrast that with expert responses. They are typically given pre and post instruction (i.e. given at the start of a term and near the end) to measure the effect of a course on these attitudes.

Colorado Learning Attitudes about Science Surveys (CLASS-Phys, CLASS-Chem, CLASS-Bio)
Originally developed at the University of Colorado (CU) to characterize students' attitudes and beliefs about learning physics, the survey has been adapted for use in chemistry and biology.

Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS)
Developed at CU as a broadly applicable assessment tool for undergraduate physics lab courses. At the beginning and end of the semester, the E-CLASS is used to characterize students views about their strategies, habits of mind, and attitudes when doing experiments in lab classes.

Student Perceptions about Earth Sciences Survey (SPESS)
A survey developed at UBC to characterize students' perceptions and attitudes about learning earth sciences.

Math Attitudes and Perceptions Survey (MAPS)
A survey developed at UBC to characterize students' attitudes and perceptions about learning mathematics.
Code, W., Merchant, S., Maciejewski, W., Thomas, M., & Lo, J. (2016). The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology (IJMEST), http://dx.doi.org/10.1080/0020739X.2015.1133854, (preprint available here).

The Computing Attitudes Survey (CAS)
The CAS is an extension of the Colorado Learning Attitudes about Science Survey and measures novice to expert attitude shifts about the nature of knowledge and problem solving in computer science. It was collaboratively developed by UBC and University of Nebraska Computer Science education researchers.

Students’ Learning Experiences Survey

The Students’ Learning Experiences Survey (SLES) was developed by the UBC Department of Earth, Ocean and Atmospheric Sciences CWSEI program and deployed in 48 EOAS undergraduate courses taught in fall 2013 and spring 2014 as part of the impact assessment of the CWSEI. Results based on 2489 student respondents in these courses (representing 4871 enrolled students) are reported in "Impact Assessment of a Department-wide Science Education Initiative using Students’ Perceptions of Teaching and Learning Experiences" by Francis Jones, in the journal Assessment & Evaluation in Higher Education, 2016. http://dx.doi.org/10.1080/02602938.2016.1188057, (preprint available here).