Classroom-Based STEM Assessment: Contemporary Issues and Perspectives

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 bene...

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Bibliographic Details
Published inCommunity for Advancing Discovery Research in Education (CADRE)
Main Authors Harris, Christopher J, Wiebe, Eric, Grover, Shuchi, Pellegrino, James W
Format Report
LanguageEnglish
Published Community for Advancing Discovery Research in Education (CADRE) 01.08.2023
Subjects
Affordances
Alignment (Education)
Assessment Literacy
Computer Simulation
Educational Games
Educational Objectives
Educational Practices
Educational Trends
Equal Education
Formative Evaluation
Learning Theories
Learning Trajectories
Social Justice
STEM Education
Student Evaluation
Technology Uses in Education
Transformative Learning
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Summary: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.]