[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583874-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583874-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","charting-a-course-recommendations-for-classroom-based-stem-assessment","Charting a Course - Recommendations for Classroom-Based STEM Assessment","","Charting a course presents recommendations for classroom-based STEM assessment amid shifting views of assessment’s role in teaching and learning. It addresses how diversity, equity, and inclusion scrutiny requires more proximal, context-sensitive approaches and how emerging AI-centered tools can support teachers in guiding more individualized instruction. The report also emphasizes the need for equitable, socially just technology-based assessment systems and substantial professional development. Recommendations build from findings on aligning assessment with learning goals, instruction, and learning theories in STEM.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/charting-a-course-recommendations-for-classroom-based-stem-assessment/583874/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/charting-a-course-recommendations-for-classroom-based-stem-assessment/583874.png","ImageObject",300,407,{"name":42,"@type":43},"Connor ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the report’s main focus on STEM assessment?","Question",{"text":63,"@type":64},"The report focuses on shifting assessment toward classroom-based practices and making assessment more beneficial for teachers’ instruction and students’ learning outcomes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the report connect equity and inclusion to assessment practices?",{"text":68,"@type":64},"It argues that increased emphasis on diversity, equity, and inclusion demands more proximal approaches that are contextualized in students’ learning environments and sensitive to individual differences.",{"name":70,"@type":61,"acceptedAnswer":71},"What role do learning progressions and learning theories play in the recommendations?",{"text":72,"@type":64},"The recommendations use learning progressions/trajectories and learning theory as a principled way to develop assessments aligned with learning goals and instruction, supporting formative assessment and instructional decision-making.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583874,1792211012,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Classroom-Based STEM Assessment:  \nContemporary Issues and Perspectives  \nRECOMMENDATIONS  \nAUGUST 2023  \nAcknowledgments  \nThis report is a product of the Community for Advancing Discovery Research in Education (CADRE) Committee on Classroom-Based Assessment. CADRE connects STEM education researchers funded by the National Science Foundation’s Discovery Research PreK-12 (DRK-12) program to share their methods, findings, results, and products with the research and development community and the greater public, to better inform and impact policy, research and education.  \nSteering Committee:  \nChristopher J. Harris,  \nWestEd  \nEric Wiebe,  \nNorth Carolina State University  \nShuchi Grover,  \nLooking Glass Ventures  \nJames W. Pellegrino,  \nUniversity of Illinois Chicago  \nCommittee Members:  \nEric Banilower,  \nHorizon Research, Inc.  \nArthur Baroody,  \nUniversity of Illinois at Urbana-Champaign  \nErin Furtak,  \nUniversity of Colorado at Boulder  \nRyan “Seth”Jones,  \nMiddle Tennessee State University  \nLeanne R. Ketterlin-Geller,  \nSouthern Methodist University  \nOkhee Lee,  \nNew York University  \nXiaoming Zhai,  \nUniversity of Georgia  \nSuggested Citation:  \nHarris, C.J. Wiebe, E., Grover, S., & Pellegrino, J.W. (Eds.) (2023) . Charting a course: Recommendations for classroom-based STEM assessment. Community for Advancing Discovery Research in Education (CADRE) .  \nEducation Development Center, Inc.  \nWe thank the following individuals for their review of this report: Margaret Heritage, University of California, Los Angeles; Maria Ruiz-Primo, Stanford University; and Amelia Gotwals, Michigan State University Copyright 2023 by the Community for Advancing Discovery Research in Education (CADRE) . This publication is available from CADRE at Education Development Center, Inc, 300 5th Ave Waltham MA 02451.  \n[https://cadrek12.org/](https://cadrek12.org/)  \nThe activity was funded by the National Science Foundation, Grant \\# 2100823. Any opinions, findings, and conclusions or recommendations expressed in these materials are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.  \n2 | Charting a Course: Recommendations for Classroom-Based STEM Assessment  \nRecommendations for  \nClassroom-Based STEM Assessment  \nThe STEM education community is at a pivotal moment in in how we approach assessment and its role in the teaching and learning process. Major developments over the past two decades in STEM education and classroom assessment provide a compelling argument for shifting the focus of assessment toward the classroom where its most powerful benefits can be realized. The increased emphasis on diversity, equity, and inclusion in education puts increased scrutiny on assessment practices and points to the need for more proximal approaches that are contextualized in the places where students learn and are sensitive to individual differences. Similarly, emergent technologies, especially those centered on artificial intelligence (AI) technologies, are providing potent tools for teachers to use in classrooms to assist with assessment that can guide more individualized instruction. In this arena too, there is a pressing need to build more equitable and socially just technology-based assessment systems. As a classroom-based activity necessarily impacted by both calls for increased attention to equity and justice and powerful, emerging technologies, the need for substantive professional development is once again brought to the forefront.  \n3 | Classroom-Based STEM Assessment: Contemporary Issues and Perspectives  \nThe following recommendations are based on the findings and analysis presented in the report Classroom-Based STEM Assessment: Contemporary Issues and Perspectives.1 They represent what we currently know as well as what we need to know to make classroom assessment in STEM maximally beneficial for the instructional practices of teachers and the learning outcomes of students.  \n1. Recommendations ","cbCaidkvyBr9E8oX","https://ap.wps.com/l/cbCaidkvyBr9E8oX","pdf",300711,12,"English","# Recommendations\n## Recommendations for connecting classroom assessment with learning goals and instruction through theories of learning","[{\"question\":\"What is the report’s main focus on STEM assessment?\",\"answer\":\"The report focuses on shifting assessment toward classroom-based practices and making assessment more beneficial for teachers’ instruction and students’ learning outcomes.\"},{\"question\":\"How does the report connect equity and inclusion to assessment practices?\",\"answer\":\"It argues that increased emphasis on diversity, equity, and inclusion demands more proximal approaches that are contextualized in students’ learning environments and sensitive to individual differences.\"},{\"question\":\"What role do learning progressions and learning theories play in the recommendations?\",\"answer\":\"The recommendations use learning progressions/trajectories and learning theory as a principled way to develop assessments aligned with learning goals and instruction, supporting formative assessment and instructional decision-making.\"}]","Charting a Course - Recommendations for Classroom-Based STEM Assessment | PDF",1792048797]