Assessing Student Learning in Integrated STEM Educational Programs

• In Event: 51.048 - Contemporary Research in Classroom Assessment

Abstract

We conducted a comprehensive review of assessment of integrated STEM education during the last two decades. We collected a total of 36 empirical research articles from an initial library of 121 articles focusing on integrated STEM education. We used a two-dimensional framework to examine the literature. The first dimension concerns the nature of disciplines being assessed and the second dimension concerns the learning objectives. The results show that most assessments focused on assessments of mono-disciplinary knowledge, mono-disciplinary affective domains, and trans-disciplinary affective domains. Although many programs aimed to improve students’ understanding of interdisciplinary concepts or interdisciplinary skills, their assessments did not align with their aims. We suggest directions for future assessments of integrated STEM education.

Authors

• Xiaoyi Gao, Beijing Normal University

• Ji Shen, University of Miami

• Peishan Li, Beijing Normal University

• Huifang Sun