Elementary Girls' Growth Mindset Afforded by Authentic STEM Assessment

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Academic Performance: Student-Centered Factors

Abstract

In face of gender disparity in STEM education that starts from elementary schools, this study explored elementary girls’ growth mindset afforded by authentic STEM assessments. Our analysis of students’ work, self-reflections and classroom observations demonstrated (1) the scoring of students’ work using Authentic Intellectual Quality criteria showed a minimal level of knowledge reproduction but a higher degree of knowledge understanding, criticism and manipulation; (2) students’ engagement in and persistence on assessment tasks experienced a constant increase, while their collaboration encountered initial troubles and bounced back to an upper level. The findings indicate that students’ advanced understanding and application of STEM knowledge to real-world problems can be conducive to engagement in and persistence on assessment, enabling to foster the growth mindset.

Authors

• Shimeng Liu, University of Calgary

• Kim H. Koh, University of Calgary

• Olive Chapman, University of Calgary