Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7548
Title: Review of Design Assessment in STEM and Design Education
Authors: Clark, Douglas B.
Ostrowdun, Chris
Rothschuh, Stefan
Purzer, Senay
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Clark, D. B., Ostrowdun, C., Rothschuh, S., & Purzer, S. (2021). Review of Design Assessment in STEM and Design Education. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 653-656). Bochum, Germany: International Society of the Learning Sciences.
Abstract: What is assessed drives what is valued, taught, and learned by teachers and students. This paper reviews the approaches proposed for assessing student design (processes and outcomes) in STEM courses to help inform the increasing focus on design in STEM curricula. We began with the goal of reviewing such approaches across 17 prominent journals that address STEM and design education. Database searches resulted in 2101 raw hits and an ultimate sample of 27 articles, predominantly in engineering education. We performed a content analysis to identify key assessment foci. The majority (20) included a focus on performance of the design, and a substantial number included a focus on communication (15) and scoping (11). While less prevalent, divergent thinking (9), creativity (9), convergent thinking (8), and collaboration (8) were also broadly represented. Ethical considerations were not strongly represented in the reviewed assessments, although there were important exceptions.
URI: https://doi.dx.org/10.22318/icls2021.653
https://repository.isls.org//handle/1/7548
Appears in Collections:ISLS Annual Meeting 2021

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