Assessment challenges in STEM reforms and innovations

Su Chi Fang*, Ying Shao Hsu


研究成果: 書貢獻/報告類型篇章

3 引文 斯高帕斯(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.

主出版物標題Asia-Pacific STEM Teaching Practices
主出版物子標題From Theoretical Frameworks to Practices
發行者Springer Singapore
出版狀態已發佈 - 2019 1月 1

ASJC Scopus subject areas

  • 一般社會科學


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