Assessment challenges in STEM reforms and innovations

Su Chi Fang*, Ying Shao Hsu

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)


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.

Original languageEnglish
Title of host publicationAsia-Pacific STEM Teaching Practices
Subtitle of host publicationFrom Theoretical Frameworks to Practices
PublisherSpringer Singapore
Number of pages13
ISBN (Electronic)9789811507687
ISBN (Print)9789811507670
Publication statusPublished - 2019 Jan 1


  • Assessments
  • Integrated stem
  • Stem

ASJC Scopus subject areas

  • General Social Sciences


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