The development and implementation of integrated STEM curricula are largely determined by the extent to which opportunities can be promoted or restricted within the target school system. The educational system is defined by three essential features: standards, assessment, and teacher education and professional development. Research efforts have been devoted to the development of integrated curricula, the measurement of their impact on students’ interests and career choices, and teacher preparation. Few studies have looked into possible approaches to examine integrated knowledge and practices or have discussed assessment issues for integrated STEM education. This chapter draws attention to assessment issues (i.e., types and functions) in STEM education using three steps. First, we explored current assessment issues considered and approaches used for STEM learning through a review of research on STEM. Second, the review findings were further examined and are discussed using the perspective of the assessment triangle. Third, we propose a multilevel-multifaceted STEM assessment framework to support the design and development of useful assessments for the emergent problems in STEM learning.
|Title of host publication||Asia-Pacific STEM Teaching Practices|
|Subtitle of host publication||From Theoretical Frameworks to Practices|
|Number of pages||13|
|Publication status||Published - 2019 Jan 1|
- Integrated stem
ASJC Scopus subject areas
- Social Sciences(all)