ABSTRACT
The promotion of integrated STEM learning requires assessments that are capable of providing information regarding students’ competence (i.e. knowledge, skills and abilities) across subject domains and contexts. In this chapter we guide STEM education researchers and practitioners who are interested in using assessments to make inferences about learners’ competencies across a variety of domains and domain integration. We discuss validity as a process of evidentiary reasoning and then apply it to different integrated STEM-related competencies to which assessments are commonly targeted. We close with guidelines for aligning the design of assessments with the measurement models used in validation.
