“…Considering the instruments' nature, they can be classified according to the purpose of the assessment. The TBSL (Laugksch & Spargo, 1996a) and its TACB (Nascimento-Schulze, 2006), TACB-S (Vizzotto & Mackedanz, 2018), TACB-R (Nascimento-Schulze et al, 2006) and adapted versions assess the respondents' level of scientific literacy. The TOSLS (Gormally et al, 2012), its adapted versions, the ScInqLiT (Wenning, 2007), the Scientific Literacy Assessment Instrument (Atta et al, 2020), the Scientific Literacy Test (Jannah et al, 2020), the Scientific Literacy Assessment (Koedsri & Ngudgratoke, 2018), and Soobard and Rannikmäe's (2011) instrument test individuals' mastery of different scientific literacy skills; the SLA (Fives et al, 2014) and its adapted versions assess both the level of scientific literacy knowledge in everyday situations and the motivations and beliefs related to it; the SToSLiC (Jufri et al, 2019) assesses scientific literacy skills and the degree of agreement of the meaning of sentences expressing the elements of character formation; the SLiM (Rundgren et al, 2010) and the Media Scientific Literacy Instrument (Brossard & Shanahan, 2006) assess individuals' scientific literacy knowledge pertaining to understanding scientific and technical vocabulary presented in the media; the GSLQ (Mun et al, 2013) identifies scientific literacy in the dimensions of thinking, character and values, science as a human activity, and metacognition and self-management; and the Santiago et al (2020) instrument assesses the degree to which respondents agree on the relationship between science and the environment, society, technology, and the school science vision in aspects of scientific literacy.…”