Conceptualizations of Integrated K–12 STEAM Education and Assessment

• In Event: 67.021 - Research in Science Teaching and Learning

Abstract

In 2014, the U.S. National Academy of Engineering and the National Research Council recommended that, “organizations with expertise in assessment research and development should create assessments appropriate to measuring the various learning and affective outcomes of integrated STEM education” (Honey, Pearson, & Schweingruber, 2014, p. 9). The purpose of this paper is to take up this challenge by clarifying current conceptualizations of K-12 STEAM education to better understand potential impacts on STEAM assessment. Based on analysis of expert interviews, we propose a definition of integrated STEAM education and assessment and discuss three possible approaches to integrated STEAM assessment. Finally, we discuss experts’ views on necessary supports for and existing challenges to STEAM assessment.

Authors

• Leslie Nabors Olah, Educational Testing Service

• Lei Liu, Educational Testing Service

• Christopher Kurzum, Educational Testing Service