Unlocking the potential of STEAM education: How exemplary teachers navigate assessment challenges

Dubek, Michelle; DeLuca, Christopher; Rickey, Nathan

doi:10.1080/00220671.2021.1990002

Cited by 8 publications

(8 citation statements)

References 38 publications

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“…In this sense, social development and project or team work enable real-world learning through inquiry, collaboration and positive communication in the classroom [ 31 , 32 , 33 , 34 ]. Critical thinking plays an important role in this process [ 31 , 35 ], which allows students to interact and self-assess using digital technology. Learning is facilitated when all students, more or less experienced, organize their work in a way that allows all participants the opportunity to see, discuss and engage in problem solving and shared practice [ 36 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Dúo-Terrón

Lucena

Moreno-Guerrero

et al. 2022

EJIHPE

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The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions.

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Section: Introductionmentioning

confidence: 99%

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Dúo-Terrón

Lucena

Moreno-Guerrero

et al. 2022

EJIHPE

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“…The present study emerged from a larger project examining how exemplary STEAM educators leverage assessment to support integrated teaching and learning. We utilised an in-depth qualitative design to collect data on exemplary teachers' planning, formative assessment and grading processes and practices (Dubek et al, 2021). Leveraging a nomination process (Patton, 2014) wherein schoolboard leaders (e.g., administrators and consultants) recommended exemplary STEAM educators, we recruited 14 teachers from across five Ontario school boards who facilitated learning that clearly aligned with Gresnigt et al's (2014) interdisciplinary or transdisciplinary levels of integration.…”

Section: Methodsmentioning

confidence: 99%

“…A wide variety of processbased evidence-including students' own perspectives on their learning-can support contextualised and informed grading in integrated STEAM classrooms. capacity to cultivate meaningful integration (Dubek et al, 2021;Nathan & Pearson, 2014). Without developing understandings of how teachers can grade integrated STEAM learning, educators may adopt superficial, siloed approaches to STEAM education whereby STEAM subjects are taught alongside one another.…”

Section: What Are the Main Insights That The Paper Provides?mentioning

confidence: 99%

“…Responding to calls from policy and research sectors (Colucci‐Gray et al., 2017; National Research Council, 2014; Pearson, 2017; Shernoff et al., 2017), researchers have recently begun to explore how assessment can be leveraged to support integrated teaching and learning (e.g., Douglas et al., 2020; Dubek et al., 2021). However, grading of student learning poses an enduring challenge for integrated STEAM education, with teachers and researchers noting that requirements to report on disciplinary, subject‐specific learning hinder their capacity to cultivate meaningful integration (Dubek et al., 2021; Nathan & Pearson, 2014). Without developing understandings of how teachers can grade integrated STEAM learning, educators may adopt superficial, siloed approaches to STEAM education whereby STEAM subjects are taught alongside one another.…”

Section: Introductionmentioning

confidence: 99%

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How hermeneutics can guide grading in integrated STEAM education: An evidence‐informed perspective

DeLuca,

Dubek,

Rickey

2024

British Educational Res J

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Addressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence‐informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi‐structured interviews and artefacts of teachers' instruction and assessment practice. We analysed qualitative data from interviews and artefacts using a general inductive approach. The teachers in our study pushed back against ‘objective’ views of grading, whereby grades are composites of summative assessments, in favour of informed and contextualised grading, which aims to document and support a negotiated understanding of each student's learning journey. Teachers' grading practices aligned with a hermeneutic approach to classroom assessment validity: the teachers (a) collected and interpreted a wide range of evidence of student (re)learning; (b) centred students' perspectives and evidences; and (c) employed their professional judgement to determine students' grades. Teachers characterised grading as a process of accounting for all available evidence, blurring the boundaries between formative and summative assessment. Documenting the learning process, rather than focusing on products, can support deeply integrated learning. Importantly, the teachers supported students in documenting their own learning and negotiating their grades with reference to self‐generated evidence. This practice stands to reduce power imbalances between students and teachers and foster students' self‐regulated learning. Our findings inform a framework which STEAM educators can use to guide grading in integrated classrooms, an enduring challenge for integrated learning.

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“…When assessing STEAM practice, scholars have indicated that teachers tend to rely on their professional judgment and support student self-advocacy (Dubek et al, 2021). Previous studies have developed assessment tools for evaluating aspects of the learning process such as efficacy (Herro et al, 2017) or collaboration (Chen et al, 2019) in K-12 STEAM activities, or have emphasized career readiness assessment in the STEAM activities of higher education (Sarmiento et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A validity and reliability study of the formative model for the indicators of STEAM education creations

et al. 2022

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There is a growing number of products for learning the interdisciplinary application of science, technology, engineering, art, and mathematics (STEAM) in K-12. However, there is no general assessment tool for those STEAM creations, so as to help parents or instructors to experience and evaluate the STEAM products created or sold by companies or proposed by academic institutes when they want to introduce one to their children or students. Therefore, this study developed and validated an assessment of STEAM Creation with formative constructs by utilizing the PLS-SEM technique. The four constructs taken into account based on the theoretical foundations were computational thinking (CT) levels, design thinking (DT) levels, STEAM interdisciplinary levels, and literacy-oriented (LO) levels. CT was operationalized as four indicators (i.e., problem decomposition, pattern recognition, abstraction, and algorithm steps), and DT was operationalized as another four indicators (i.e., analysis of design requirements, creative brainstorming, hands-on experience, and test and verification). Meanwhile, STEAM was operationalized with five indispensable indicators, where each indicator refers to one discipline. LO was operationalized with three indicators (i.e., cooperation and co-creation, problem solving, and daily application). There were 16 indicators in total. Therefore, the formative relationship was established and evaluated in this study. This paper assessed STEAM creations with a formative measurement model comprising four hypotheses indicating that CT has a significant direct effect on STEAM and LO, DT has a significant direct effect on STEAM while STEAM has a significant direct effect on LO. The results reveal that all four hypotheses were accepted and the paths in the model were confirmed. CT has a significant indirect effect on LO through STEAM, which was also deeply discussed.

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Unlocking the potential of STEAM education: How exemplary teachers navigate assessment challenges

Cited by 8 publications

References 38 publications

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

How hermeneutics can guide grading in integrated STEAM education: An evidence‐informed perspective

A validity and reliability study of the formative model for the indicators of STEAM education creations

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