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Self-assessment tool

This tool is a way to detect your strengths and weaknesses as a teacher, when working on STEM topics in the classroom or other learning environments (such as Fablabs or Makerspaces).
Answer a few questions and we will show you a report on your competences. We will use this report to automatically redirect you to a selection of workshops suitable for your level.


Already have a code? Just enter it here and only make changes to some of the questions without having to answer all of them again! Perhaps you made progress since last time?
Let’s check it out!

Sex


Country


Function


In what level of education are you currently working?


Teaching subject


Years of teaching experience



I have confidence in how to…

Teach students about problem-solving


Use activities in teaching stimulating students’ creativity


Teach students about critical and analytical thinking


Use activities in which students work in groups


Provide students with tasks that have no right answer


Promote students’ thinking when it is ‘out of the box’


Promote students’ sense of initiative


Promote higher order thinking among students


Promote effective peer learning through student group work


Guide students in how to pose scientific questions, plan investigations, conduct them and draw conclusions


Stimulate students’ creativity by using a variety of instructional strategies


Use teaching activities that enforce the students to be critical and analytical


Involve students in learning through group work of various types (experimental, discussions, role playing, debates, etcetera)


Stimulate students to be enterprising


Have students using a variety of technologies


Use 3D printers myself


Let students use 3D printers


Let students use technology to access online resources and information as part of activities


Let students use the same kind of tools that professional STEM workers use, such as simulation tools, databases, satellites imagery, etcetera


Let students work on technology-enhanced projects that approach real world application of technology


Let students use technology to solve problems


Promote students’ use of technology to support higher-order thinking, e.g. analysis, synthesis, and evaluation of ideas and information


Promote students’ use of technology to create new ideas and representations of information


Use technology equipment such as laser cutters


Use robotics in teaching


Use virtual reality and/or augmented reality tools in teaching


Know how to act myself when classes go to out-of-school learning environments in general


Know how to act myself if/when classes visit Fablabs/Makerspaces


Know how to act myself if classes participate in activities outside school


Stimulate students’ learning in out-of-school learning environments


Prepare students for activities in out-of-school learning environments


Follow up activities that have taken place in an out-of-school learning environment


Integrate activities in school with visits to out-of-school learning environments


Prepare students for visits to a Fablab/Makerspace


Follow up a visit to a Fablab/Makerspace



In this report, you can see your scores on the different aspects that are linked to teaching in a high tech open learning environment. Scores include the promotion of 21st century skills of your students, your ability to use technological equipment, and your general ability to teach in an open learning environment.
Based on your scores, you get a Bronze, Silver, Gold or Platinum label. A ‘best match’ selection of workshops is provided. These workshops will challenge you to improve your skills at your own pace. You can also choose another workshop from our collection. Workshops are assigned with a bronze, silver, gold, or platinum label for each aspects, so you can easily see what is at your level.

Problem solving

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Problem solving includes identifying the problem, generating a set possible interventions to achieve the end goal, evaluating the best solutions, implementing a plan, and assessing the effectiveness of the plan. This sequence can be repeated if the solution is not sufficient, which makes it a problem solving cycle. Teachers can stimulate students to effectively go through the problem solving cycle.

Entrepreneurship

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Entrepreneurship can be considered as a sense of initiative, and the ability to turn ideas into innovations. Also, it allows students to learn more than just their own field of study, as the innovation is embedded within the outside world. Successful entrepreneurship pays attention to production efficiency, sustainability, and the created value for others. Teachers can encourage students to be enterprising by giving them the freedom to explore and to fail, and by letting students reflect on the created value of their idea.

Creativity

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Creativity is the capability to generate new ideas and turn them into reality. Creativity also plays a role in successful problem solving, as this requires the ability to generate a set of alternative interventions. Students can be encouraged to be creative by giving them the opportunity to experiment, explore, and use their imagination.

Open learning environment

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Teaching can take place in a traditional school environment, but learning can also be fostered in out-of-school environments. Open learning environments are characterized by their open access for the community. In open learning environments such as Fablabs and Makerspaces, citizens and students can use the space and the equipment to create, invent, think and explore. Teachers vary in the degree that they are comfortable with teaching in an open learning environment.

Critical thinking

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Critical thinking is the ability to reflect on the truthfulness of claims, and to think rationally about what to do and to believe. It also involves the capacity to reflect on its own thinking and acting, implementing a metacognitive perspective. Teachers can provide students with intellectual challenges to stimulate critical thinking.

Using technology

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Fablabs and Makerspaces provide a wide range of high tech equipment (such as 3D printers and laser cutters) that can be used by anyone. People vary in the degree that they are comfortable using this equipment, and that they can help other people to use this equipment.

Group work

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Group work is a form of learning in which students engage with other students. Rather than exclusively exploring the learning concepts individually, students learn together and from each other. Group work can be an effective method to stimulate other 21st century skills. Teachers can actively search for opportunities to let students learn in a collaborative way.
Scoring self-efficacy: Label My results Average results*
* Average results from 336 self-assessments
Problem solving?  
Creativity?  
Critical thinking?  
Group work?  
Entrepreneurship?  
Technology use?  
- of teacher  
- stimulating students’ use  
Teaching in Informal learning environment?  
Click here for a workshop based on your result

My personal result number: e94ndb56S0

You may want to save (or print?) this unique code which corresponds to your personal TeachSTEM self-assessment results. When you revisit our self-assessment tool, you can enter it and go directly to selecting STEM workshops which would be most relevant to you.

Result chart

Save this PDF file with your scores and profile. It contains a link which will always take you to a selection of workshops relevant to your scores. But remember that you can always take the test again and see if and where you have improved your skills!

Here’s a cool idea for you!

You can use the assessment tool as an evaluation of the strengths and weaknesses within your organization. Group analysis can start by doing the assessment of each member individually, and bringing the results together. Then you can discuss and evaluate the skills of your team and come up with a strategy to improve them. Results PDFs can be downloaded at the end of each individual assessment.

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