K-12 Engineering Education has placed a lot of attention on students’ attitudes or predispositions towards science and technology. However, most assessment methods are focused on STEM as a whole or only on technology. In this article, we will discuss the instrument called Technology and Engineering Attitude Scale (TEAS) which focuses on attitudes towards technology. Previous studies and applications of this particular scale lacked proper statistical validation of the instrument. The following research looks at the application of an adapted version of the TEAS to assess a GEDC awarded pre-engineering design program in Chile. This version was psychometrically analyzed in 436 cases to validate the interpretations driven by a particular cultural context and specific to the discipline of engineering. The article focuses on the modifications applied to the instrument after the statistical validity process. The discussion is centered on the ethical importance of adapting an existing scale in a valid and reliable way to assess a pre-engineering design program in a local context. Lessons learned and recommendations for future research in this area are proposed based on this particular experience.

K-12工程教育非常重视学生对科学和技术的态度或倾向。但是，大多数评估方法侧重于整个STEM或仅侧重于技术。在本文中，我们将讨论称为技术和工程态度量表（TEAS）的工具，该工具侧重于对技术的态度。这种特定规模的先前研究和应用缺乏对该仪器的适当统计验证。以下研究着眼于TEAS改版的应用，以评估GEDC在智利授予的工程前设计计划。对436个案例进行了心理计量分析，以验证由特定文化背景和特定工程学科驱动的解释。本文重点介绍在统计有效性过程之后应用于工具的修改。讨论的重点是，以有效和可靠的方式调整现有规模以评估本地环境中的工程前设计计划的伦理重要性。在此特定经验的基础上，提出了所学到的经验教训以及对该领域未来研究的建议。