Gender Differences in Experiences of Authentic STEM Assessments

• In Event: Student Experiences With Classroom Assessment

Abstract

A substantial focus has been given to the creation of equitable opportunities for elementary school girls to engage in formal and informal STEM learning activities. Yet, little is known about how to assess their STEM learning outcomes and progress after their participation in the activities. In this paper, we aim to describe the design and development of an authentic STEM assessment that takes into account gender equity principles, and to present the findings on gender differences in experiences of authentic STEM assessment. Data sources included boys’ and girls’ reflections on their experiences in the assessment, and teachers’ interviews. Findings indicate that authentic STEM assessment enables girls to use science investigative skills, online documents/resources, and mathematical concepts in their design challenge.

Authors

• Kim H. Koh, University of Calgary
  Presenting Author

• Olive Chapman, University of Calgary
  Presenting Author

• Shimeng Liu, University of Calgary
  Presenting Author