Abstract
A wide contextual understanding of STEM competence poses a strong challenge to the process of measuring and evaluating students’ achievement in STEM. The problem with the assessment of STEM competences arises both from the authors' ambiguous understanding of the structure and content of STEM competence and from the variety of STEM practices in which goals are set to achieve different levels and aspects of STEM competences.The aim of this study is the main approaches for assessing STEM competences to be systematise. The research methodology is based on a systematic theoretical analysis and synthesis of three main sources of information on the research topic: official institutional sites that describe policies and tools for introducing STEM learning; publications in specialised scientific literature; practical models for introducing STEM into educational practice. The main criteria for analyzing the levels and characteristics of the integrated STEM competences and the methods and tools for their assessment. The used research methods are quantitative and qualitative content analysis, analysis of the main factors, comparative analysis. The study is a prerequisite for establishing the achievements and deficits in the assessment of STEM competences with a view to deriving a conceptual framework of an adaptive metric system for measuring and evaluating STEM competences.
Author Information
Nadezhda Kaloyanova, Prof. Dr Assen Zlatarov University, Bulgaria
Paper Information
Conference: PCE2023
Stream: Assessment Theories & Methodologies
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Kaloyanova N. (2023) Assessment of STEM Competences – Systematic Overview of Model Solution and Practices ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.66
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.66
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