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Classroom-Based STEM Assessment: Contemporary Issues and Perspectives

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Bibliographic Details
Title: Classroom-Based STEM Assessment: Contemporary Issues and Perspectives
Language: English
Authors: Harris, Christopher J., Wiebe, Eric, Grover, Shuchi, Pellegrino, James W., Community for Advancing Discovery Research in Education (CADRE), Education Development Center, Inc. (EDC)
Source: Community for Advancing Discovery Research in Education (CADRE). 2023.
Availability: Community for Advancing Discovery Research in Education (CADRE). Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; Web site: https://cadrek12.org/
Peer Reviewed: Y
Page Count: 148
Publication Date: 2023
Sponsoring Agency: National Science Board (NSB) (NSF)
Contract Number: 2100823
Document Type: Reports - Research
Descriptors: Student Evaluation, STEM Education, Educational Practices, Educational Trends, Educational Objectives, Alignment (Education), Learning Trajectories, Learning Theories, Equal Education, Social Justice, Transformative Learning, Formative Evaluation, Assessment Literacy, Technology Uses in Education, Educational Games, Computer Simulation, Affordances
Abstract: This report is focused on what research and practice indicate about how assessment impacts the teaching and learning of STEM subject matter in K-12 classrooms. The intent is to take stock of what is currently known as well as what needs to be known to make classroom assessment in STEM maximally beneficial for the instructional practices of teachers and the learning outcomes of students. The volume draws inspiration from the cumulative body of research on STEM education that has accrued over the last two decades. The major sections in this report, individually and collectively, focus on critical issues regarding assessment integration and use at the classroom level. [For the executive summary, see ED631657. For the recommendations, see ED631658.]
Abstractor: ERIC
Entry Date: 2023
Accession Number: ED631656
Database: ERIC
Description
Abstract:This report is focused on what research and practice indicate about how assessment impacts the teaching and learning of STEM subject matter in K-12 classrooms. The intent is to take stock of what is currently known as well as what needs to be known to make classroom assessment in STEM maximally beneficial for the instructional practices of teachers and the learning outcomes of students. The volume draws inspiration from the cumulative body of research on STEM education that has accrued over the last two decades. The major sections in this report, individually and collectively, focus on critical issues regarding assessment integration and use at the classroom level. [For the executive summary, see ED631657. For the recommendations, see ED631658.]