Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment.
Saved in:
| Title: | Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment. |
|---|---|
| Authors: | Rickey, Nathan, Dubek, Michelle, DeLuca, Christopher |
| Source: | Cambridge Journal of Education. Oct2023, Vol. 53 Issue 5, p605-625. 21p. 3 Diagrams, 1 Chart. |
| Subjects: | Integrated learning systems, STEAM education, Self-evaluation, Instructional systems, Educators |
| Abstract: | While researchers have begun to develop theories of assessment to support integrated learning within Science, Technology, Engineering, Arts and Mathematics (STEAM) education, the role of student self-assessment (SSA) – a core aspect of classroom assessment – has been understudied. The purpose of this research was to develop an initial praxis-oriented understanding of how exemplary STEAM educators provoke SSA in integrated learning. Through an in-depth qualitative methodology drawing on interview and artefact data from 14 purposefully selected exemplary STEAM teachers, this study identified seven types of SSA activities: (a) self-documentation of learning; (b) reflection; (c) making metacognitive processes explicit; (d) prototype testing and revision; (e) goal setting; (f) self-testing; and (g) interactional SSA. Superimposed on the engineering design process, a process commonly leveraged to integrate disciplines in STEAM education, results provide a nuanced understanding of how exemplary STEAM educators leverage SSA, advancing assessment theory and practice in integrated education. [ABSTRACT FROM AUTHOR] |
| Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | While researchers have begun to develop theories of assessment to support integrated learning within Science, Technology, Engineering, Arts and Mathematics (STEAM) education, the role of student self-assessment (SSA) – a core aspect of classroom assessment – has been understudied. The purpose of this research was to develop an initial praxis-oriented understanding of how exemplary STEAM educators provoke SSA in integrated learning. Through an in-depth qualitative methodology drawing on interview and artefact data from 14 purposefully selected exemplary STEAM teachers, this study identified seven types of SSA activities: (a) self-documentation of learning; (b) reflection; (c) making metacognitive processes explicit; (d) prototype testing and revision; (e) goal setting; (f) self-testing; and (g) interactional SSA. Superimposed on the engineering design process, a process commonly leveraged to integrate disciplines in STEAM education, results provide a nuanced understanding of how exemplary STEAM educators leverage SSA, advancing assessment theory and practice in integrated education. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0305764X |
| DOI: | 10.1080/0305764X.2023.2196245 |
