2018 Conference Archive (Archived)
A Personalized Metric for Effective Assessment of The Four Pillars of STEM Learning
Session Format
Conference Session (20 minutes)
Target Audience
Post Secondary Education
Copyright
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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) (Archived). 12.
https://digitalcommons.georgiasouthern.edu/stem/2018/2018/12
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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.
