Classroom-Based STEM Assessment: Current Status and Future Directions

Session Type: Symposium

Abstract

In this symposium, a group of national experts on classroom-based assessment in STEM subjects will discuss a synthesis report for research, policy and practice audiences. We will begin with an overview presentation, followed by five presentations each aligned to a theme and focused on a review of research on assessment: (1) Connecting Assessment to Curriculum and Instruction, (2) Assessment for learning, (3) Centering Diversity, Equity, and Inclusion in Assessment, (4) Teachers’ Knowledge and Practices for Assessment, and (5) Technology-based Assessment in STEM+C. An internationally recognized expert in STEM+C assessment practice, research, and theory will act as Discussant and provide a synthesis of the presentations, report findings, and moderate audience Q&A and panel discussion.

Sub Unit

• Division D - Measurement and Research Methodology / Division D - Section 1: Educational Measurement, Psychometrics, and Assessment

Chairs

• Eric N. Wiebe, North Carolina State University

• Christopher J. Harris, WestEd

• Shuchi Grover, Looking Glass Ventures

Papers

• Connecting Assessment to Curriculum and Instruction - Leanne R. Ketterlin-Geller, Southern Methodist University

• Assessment for Learning - Arthur J. Baroody, University of Illinois at Urbana-Champaign

• Centering Diversity, Equity, and Inclusion in Assessment in STEM Subjects - Erin Marie Furtak, University of Colorado - Boulder; Okhee Lee, New York University

• Describing the Invisible: Teacher Knowledge and Practices for Assessment - Ryan Seth Jones, Middle Tennessee State University; Eric Banilower, Horizon Research, Inc.

• Technology-Based Assessment in STEM+C - Xiaoming Zhai, University of Georgia

Discussant

• James W. Pellegrino, University of Illinois at Chicago