ERIC Number: EJ1133072
Record Type: Journal
Publication Date: 2017-Mar
Performance-Based Assessment in the Secondary STEM Classroom
Potter, Barry S.; Ernst, Jeremy V.; Glennie, Elizabeth J.
Technology and Engineering Teacher, v76 n6 p18-22 Mar 2017
Educators understand that the current assessment-based standards are not going away anytime soon. Performance based assessments (PBAs) are an effective way of determining the level of student learning that has occurred in a lesson. While some multiple-choice tests tend to only assess the memorization of factual knowledge, PBAs focus on higher-level cognitive abilities that integrate and demonstrate an understanding of multiple subjects (Baker, 1997). Educational psychologists are proponents of PBAs, citing that students learn better in a situation referred to as "constructive cognition," where students actively construct new knowledge. (Mayer, 1996). This article discusses the use of performance-based assessments in a pilot study conducted in four science, technology, engineering, and mathematics (STEM) high schools in North Carolina.
Descriptors: Performance Based Assessment, STEM Education, Pilot Projects, High School Students, Secondary School Students, Thinking Skills, Technology Education, Engineering Education, Teaching Methods, Science Education, Mathematics Education, Technology Integration, Integrated Activities
International Technology and Engineering Educators Association. 1914 Association Drive Suite 201, Reston, VA 20191-1539. Tel: 703-860-2100; Fax: 703-860-0353; e-mail: email@example.com; Web site: https://www.iteea.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A