ABSTRACT
Authentic assessments based on real-world problem-solving and inquiry approaches enable students to grapple with the uniqueness of contexts while generating potential solutions. Authentic assessment design therefore needs to be part of planning for integrating STEM that aligns a range of outcomes with learning experiences. This chapter discusses assessment practices and specific examples that can be applied to multiple content contexts.
One of the challenges for integrating STEM has been how to assess specific outcomes related to disciplinary knowledge and transferable skills in the same course. A distinction is made between culminating outcomes (programme or graduating level), enabling outcomes (that demonstrate learning progress) and discrete outcomes (which are nice to know, but not essential). The type of outcome determines the kind of activity pursued and how these are evaluated either informally (to provide learning progress feedback or formative assessment for learning) or formally (for assessing outcomes towards credit for qualifications). Some examples are provided of how performance indicators can be assessed using hybrid rubrics that simultaneously target cognitive, psychomotor, affective and transferable skills. Novel examples of assessments are used to illustrate how integration (of knowledge and capabilities) can be driven through outcomes-based assessment tasks.
