Assessment of Transversal Skills in STEM: From theory to practice in a large scale research project

Brief Paper (Asynchronous) ID: 59563
  1. aaa
    Eamon Costello
    Dublin City University
  2. aaa
    Mark Brown
    Dublin City University
  3. aaa
    Deirdre Butler
    Dublin City University
  4. Prajakta Girme
    Dublin City University
  5. Sila Kaya
    Dublin City University
  6. Colette Kirwan
    Dublin City University
  7. Eilish McLoughlin
    Dublin City University
  8. Michael O'Leary
    Dublin City University
  9. Eva Hartell
    KTH Royal Institute of Technology, Haninge municipality
  10. Helena Lennholm
    KTH Royal Institute of Technology
  11. Sirkka Jonsson
    Haninge municipality
  12. Eva Ferntoft
    Haninge municipality
  13. Monika Persson
    Haninge municipality
  14. J. Carmen Fernández-de-la-Igle
    University of Santiago de Compostela
  15. M.Carmen Fernández-Morante
    University of Santiago de Compostela
  16. Beatriz Cebreiro-López
    University of Santiago de Compostela
  17. Enrique Latorre-Ruiz
    University of Santiago de Compostela
  18. Jarmo Viteli
    Tampere University
  19. Iida-Maria Peltomaa
    Tampere University
  20. Lachlan Paterson
    Tampere University

Abstract: This paper presents an overview of a large scale research project involving teachers and students across eight European countries and involving eleven partner organizations. The project was focused on helping equip students with key transversal skills and competencies. We used integrated STEM as a site to ground the development of these interdisciplinary ways of thinking, being and doing and digital tools as ways to help teachers deepen and enhance their formative assessment practice. We present here an outline of research conducted to develop a framework for conceptualising integrated STEM skills and their assessment via digital tools. This framework identified a number of core competencies and ways to both design and assess for these skills using digital tools. We also give an account of subsequent professional development with teachers and the piloting of developed teaching methods in schools. The next phase was the conduct of evaluations of our work according to a research methodology which aimed to identify best practices for scalable teaching. Some emergent findings and lessons learned along the way from two countries, Ireland and Sweden, are presented as examples here as we complete the analysis stage of the project. This paper aims to contribute to the conversations around interdisciplinary and integrated STEM skills, how they can be digitally assessed and to give an account of the workings of the associated large scale research project.

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