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Physics faculty care about their students learning physics content. Inaddition, they usually hope that their students will learn some deeper lessonsabout thinking critically and scientifically. They hope that as a result oftaking a physics class, students will come to appreciate physics as a coherentand logical method of understanding the world, and recognize that they can usereason and experimentation to figure things out about the world. Physicseducation researchers have created several surveys to assess one importantaspect of thinking like a physicist: what students believe that learningphysics is all about. In this article, we introduce attitudes and beliefssurveys; and give advice on how to choose, administer, and score them in yourclasses. This article is a companion to Best Practices for AdministeringConcept Inventories (The Physics Teacher, 2017), which introduces and answerscommon questions around concept inventories, which are research-basedassessments of physics content topics.

Best Practices for Administering Attitude and Beliefs Surveys