STEM Skill Assessment: An Application of Adaptive Comparative Judgment

Keywords

adaptive comparative judgment, competency-based assessment, STEM education

Abstract

While Science, Technology, Engineering, and Mathematics (STEM) education is being lobbied as a mechanism for teaching students both conceptual knowledge and procedural skills, the assessment of these skills can be difficult. The open-ended nature of STEM education assignments contributes to challenges related to reliability, validity, and feasibility. Adaptive comparative judgment (ACJ), an approach to assessment which relies on pairwise comparisons rather than value-based decisions, has shown promise in relieving some of the aforementioned difficulties with STEM conceptual knowledge and procedural skill assessment. Utilizing a holistic approach to assessment through ACJ has shown promise, especially in the potential for identifying, and assessing, student competencies in important STEM skill areas. Several case studies, with accompanying explanations and potential application directions, are included in line with direction for further inquiry and discussion.

Original Publication Citation

Bartholomew, S.R. & Williams, P.J. (2021). STEM Skill Assessment: An application for Adaptive Comparative Judgment in J. Anderson & Y. LI (Ed.), Integrated Approaches to STEM Education: An International Perspective

Document Type

Book Chapter

Publication Date

2020-12-24

Permanent URL

http://hdl.lib.byu.edu/1877/8312

Publisher

Springer

Language

English

College

Ira A. Fulton College of Engineering and Technology

Department

Technology

University Standing at Time of Publication

Assistant Professor

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