A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Abstract

Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

Culturally Responsive Assessments of Spatial Analytical Skills and Abilities: Development, Field Testing, and Implementation

“…For instance, they can create puzzles using the Tangram pieces, perhaps problems of all types, ranging from closed to open, to gain experience with and understanding of the different processes needed to develop and solve problems with different degrees of open-endedness. Additional ideas for using the assessment to inform instruction can be found in the final article in this issue (Pease et al, 2020).…”

“…Science and math teachers as well as administrators and department chairs at the schools were provided with an individual profile of the strengths of each student assessed (Pease et al, 2020). Each individual profile included a line indicating the average of all the students assessed at that school, or in the case of the schools with American Indian students, students assessed at two schools with similar populations.…”

“…In this description, emphasis was placed on the ways the information could be used. More information about the use of the results and the programs designed for the CDTIS project can be found in another publication (Pease et al, 2020).…”

Culturally Responsive Assessments of Mathematical Skills and Abilities: Development, Field Testing, and Implementation

“…In this description, emphasis was placed on the ways the information could be used. More information about the profiles, the reports, and ways students' strengths can be developed is included in another publication (Pease et al, 2020).…”

“…Getzels and Csikszentmihalyi defined three problem types, but Maker and Schiever added three types (two semi-open problems and one open problem) to enable a gradual transition from closed to open when creating both assessments and curricula. An in-depth description of the components of the conceptual framework is included in another publication (Maker, 2020).…”