Contemporary Methods of Assessing Integrated STEM Competencies

• Published in: Handbook of Research on STEM Education pp. 234 - 254
• Main Authors: Douglas, Kerrie A., Gane, Brian D., Neumann, Knut, Pellegrino, James W.
• Format: Book Chapter
• Language: English
• Published: Routledge 2020
• Edition: 1
• Subjects: Measurement Models; Stem Content; ECD Approach; IRT; IRT Model; Stem Literacy; Multiple Stem; Cognitive Diagnostic Models; Assessment Triangle; Stem Domain; Stem Education; DCMs; ECD; Stem Practice; Rasch Model; Integrate Stem; Coherent Assessment Systems; Stem Reform; Integrate Stem Education; Stem Field; Stem Competence; Student Ability Estimates; Stem Discipline; 3PL Model; Large Scale Assessments
• ISBN: 9780367075620; 9780367075606; 0367075601; 0367075628
• DOI: 10.4324/9780429021381-22

The promotion of integrated STEM learning requires assessments that are capable of providing information regarding students’ competence (i.e. knowledge, skills and abilities) across subject domains and contexts. In this chapter we guide STEM education researchers and practitioners who are interested in using assessments to make inferences about learners’ competencies across a variety of domains and domain integration. We discuss validity as a process of evidentiary reasoning and then apply it to different integrated STEM-related competencies to which assessments are commonly targeted. We close with guidelines for aligning the design of assessments with the measurement models used in validation. The promotion of integrated science, technology, engineering, and mathematics (STEM) learning requires assessments that are capable of providing information regarding students’ competence across subject domains and contexts. The new vision of STEM education that has emerged from recent reform efforts across the globe envisions students developing a competence in STEM that goes well beyond simply memorizing a wide breadth of factual content. In many ways, the success of integrated STEM reform hinges upon assessments being aligned to the same values and understanding of the reform that are put forward in teacher professional development, curriculum and instruction. In STEM education there are many different types of assessments that can be designed for different interpretive purposes and contexts of use. In addition to the design and validation of specific assessments, coherent assessment systems will need to be created in order to meet the information needs of the various stakeholders in STEM education.