ERIC Number: EJ1051991
Record Type: Journal
Publication Date: 2015-Feb
Abstractor: As Provided
Reference Count: N/A
A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students
Harwell, Michael; Moreno, Mario; Phillips, Alison; Guzey, S. Selcen; Moore, Tamara J.; Roehrig, Gillian H.
School Science and Mathematics, v115 n2 p66-74 Feb 2015
The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing student learning in science, technology, engineering, and mathematics (STEM)-related areas in grades 4-8 through an engineering design-based, integrated approach to STEM instruction and assessment. The fact that the assessments are available to school districts at no cost, and represent psychometrically sound instruments that are sensitive to STEM-oriented curriculum, offers schools an important tool for gauging students' understanding of engineering, science, and mathematics concepts.
Descriptors: STEM Education, Psychometrics, Test Construction, Test Items, Item Response Theory, Student Evaluation, Evaluation Methods, Science Achievement, Middle School Students, Elementary School Students, Integrated Curriculum, Educational Change, Educational Practices, Science Course Improvement Projects
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A