A Personalized Metric for Effective Assessment of The Four Pillars of STEM Learning
Session Format
Conference Session (20 minutes)
Target Audience
Post Secondary Education
Abstract for the conference program
At all levels of STEM education, it has become conventional to adopt a summative course grade based assessment. Even though this practice has been mostly effective, it doesn’t offer a clear picture of a student’s skill set. In particular, it doesn’t correlate student abilities with the course grade. The proposed metric aims to assess a student on the four pillars of STEM learning: subject knowledge (S), technical/technological expertise (T), analytic abilities (A), and the ability to reason (R). The longitudinal metric assesses the student with every assignment. A cumulative score and a personalized portfolio can also be developed for a student using the metric. This would offer a formative assessment of the student. The presentation will describe the methodology behind collecting data, developing a cumulative score, creation of a portfolio using the metric, and the challenges instructor’s might face in implementing this strategy in the classroom.
Proposal Track
R1: Projects in Process
Start Date
3-24-2018 11:00 AM
Recommended Citation
Girimurugan, Senthil Balaji, "A Personalized Metric for Effective Assessment of The Four Pillars of STEM Learning" (2018). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 12.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/12
A Personalized Metric for Effective Assessment of The Four Pillars of STEM Learning
At all levels of STEM education, it has become conventional to adopt a summative course grade based assessment. Even though this practice has been mostly effective, it doesn’t offer a clear picture of a student’s skill set. In particular, it doesn’t correlate student abilities with the course grade. The proposed metric aims to assess a student on the four pillars of STEM learning: subject knowledge (S), technical/technological expertise (T), analytic abilities (A), and the ability to reason (R). The longitudinal metric assesses the student with every assignment. A cumulative score and a personalized portfolio can also be developed for a student using the metric. This would offer a formative assessment of the student. The presentation will describe the methodology behind collecting data, developing a cumulative score, creation of a portfolio using the metric, and the challenges instructor’s might face in implementing this strategy in the classroom.
