Abstract
Problem solving specifically located in the integrative STEM context has been a recent focus in STEM education and beyond, which calls for valid and reliable corresponding assessments. To this end, this chapter discusses the notable challenges faced in assessing this domain-specific problem solving. Firstly, a comprehensive analytical framework is proposed, based on which, as well as existing related review results, a critical review of the current assessments is provided. Regarding STEM integration, which echoes the growing expectations of STEM education, valuable attempts have emerged in studies that have tried integrating more than one discipline in problem-solving assessment, with some still failing to explicitly elicit how the integration was achieved. In terms of focus domain echoing the notable characteristic of problem solving, cognitive, affective, and metacognitive domains were addressed in problem-solving assessments to varying degrees, with an overwhelming focus on the cognitive domain. Borrowed from general assessment literature, a critical review of current assessments is also given from four lenses: use orientation, format, type, and object of assessment. Secondly, based on the review, four obstacles are further identified from the following three lenses. In theory, the vague conceptualisation of problem solving in the integrative STEM context matters, which also leads to a weak framework accordingly. In practice, the complex relationships between assessments and curriculum matter in promoting the substantial transition of corresponding assessments. From the use orientation perspective, a relatively loose cooperation between researchers and teachers has also partly led to a lack of practice-oriented assessments. Finally, future actions are suggested echoing the four obstacles in the hope of promoting the development of both research and practice in STEM-based problem solving from the assessment perspective. Copyright © 2025 selection and editorial matter, Lyn D. English and Timothy Lehmann; individual chapters, the contributors.
Original language | English |
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Title of host publication | Ways of thinking in STEM-based problem solving: Teaching and learning in a new era |
Editors | Lyn D. ENGLISH, Timothy LEHMANN |
Place of Publication | Abingdon, Oxon |
Publisher | Routledge |
Pages | 250-262 |
ISBN (Electronic) | 9781003404989 |
ISBN (Print) | 9781032520346 |
DOIs | |
Publication status | Published - 2025 |