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This study ranked constructs articulated by Childress and Rhodes (2008) and identified the key indicators for each construct as a starting point to explore what should be included on an instrument to measure the engineering design process and outcomes of students in high schools that use the PLTW and EbDTM curricula in Idaho. A case-study design was used. Data were collected in two stages. In the first stage, a content analysis was conducted for PLTW and EbDTM curricula to identify the indicators that are associated with the six constructs articulated by Childress and Rhodes (2008). In the second stage, the constructs and key indicators or concepts were placed on a survey and sent to experts for them to rate their importance for assessment and their difficulty to assess. Main findings included engineering and human values and the application of engineering design being ranked as first and second, respectively, for inclusion on an instrument to measure the engineering design process and outcomes. In addition, a total of 141 indicators were identified for all constructs. The indicators identified provide a useful list of measures that can be used by technology and engineering teachers. Selected indicators can be used by math, science, technology, and engineering education teachers as they coordinate in the teaching of STEM concepts and collaborate in the designing of project-based activities that they engage students in solving.