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\nAUGUST 2023  \nThis report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms.  \nIt draws inspiration from the cumulative body of research on assessment in STEM education that has accrued over the last two decades, with particular emphasis on work funded by the National Science Foundation (NSF) through its Discovery Research PreK-12 (DRK-12) funding program. The program has long held that: “For assessment to be a driving knowledge engine that moves STEM education forward it must be integrated with systems of learning and teaching, with specific attention paid to the needs of practitioner communities and how assessments would be used in formal education settings.”1 The major sections in this report, individually and collectively, focus on critical issues regarding assessment integration and use at the classroom level.  \nThis work is sponsored by CADRE, an NSF-funded network for STEM education researchers endeavoring to improve education in science, technology, engineering, and mathematics through various information-sharing and community-building mechanisms ( [https://cadrek12](https://cadrek12). org) . The report responds to multiple research and policy developments over the last two decades, including (a) the changing landscape of policy and practice discussions regarding desired outcomes from the educational system for the 21st century,(b) related changes in the content standards and student outcomes expected in the STEM disciplines,(c) explications of the science underlying design of educational assessments to support their varying forms and functions in the educational system,(d) evolution of theory and research on the nature and development of STEM disciplinary learning and its implications for classroom instruction and assessment, and (e) a shift from the emphasis on large-scale standardized testing to greater focus on the uses of assessment in the classroom as part of ongoing teaching and learning.  \nTwo important societal level factors make the discussion of classroom instruction and assessment particularly pertinent. The first is increased urgency to address long-standing disparities in opportunities to learn and educational outcomes for underserved and marginalized populations and the role of assessment in reducing differences in opportunities and outcomes rather than reifying them. The second is rapid growth of student access to technologies and the development of potent computational tools, such as data analytics and artificial intelligence (AI), to support the integration of classroom assessment into instructional practices, including enactment of formative assessment practices.  \nThrough consultation with experts in the field, the editors chose five thematic threads to organize key ideas and perspectives on this important area of STEM education research. Thereport authors have captured these threads in five sections, each of which represents different and important integrations and perspectives on the knowledge and practice of STEM classroom assessment. What follows is a summary of each section’s content and its recommendations.  \n1 National Science Foundation (2020) . Discovery Research PreK-12 (DRK-12): Program solicitation NSF 20-572 .  \n2 | Classroom-Based STEM Assessment: Contemporary Issues and Perspectives  \nSection 1. Connecting Classroom Assessment with Learning Goals and Instruction through Theories of Learning  \nConnecting Classroom Assessment with Learning Goals and Instruction through Theories of Learning emphasizes the importance of aligning classroom assessments with STEM learning goals and instruction so that they can be used as part of ongoing instruction to monitor students’ progress in learning and to support students in future learning.  \nThe authors put forth the","cbCaiuyWUFSkMSbO","https://ap.wps.com/l/cbCaiuyWUFSkMSbO","pdf",463484,11,"English","# Executive Summary\n# Section 1: Connecting Classroom Assessment with Learning Goals and Instruction through Theories of Learning\n## Recommendations 1-1 to 1-3\n# Section 2: Assessment for Learning","[{\"question\":\"What is the report’s main purpose regarding classroom assessment in STEM?\",\"answer\":\"The report evaluates what is currently known and what still needs to be learned to make classroom assessment maximally beneficial for STEM teaching and learning in K–12 classrooms.\"},{\"question\":\"How does the report recommend aligning assessments with instruction?\",\"answer\":\"It emphasizes integrating assessment with learning goals and instruction, using theories of learning and learning progressions to develop coherent assessments.\"},{\"question\":\"Which two societal-level factors make classroom assessment especially urgent?\",\"answer\":\"The report highlights disparities in opportunities to learn for underserved populations and the rapid growth of student access to technologies and computational tools such as data analytics and AI.\"}]","Classroom-Based STEM Assessment: Contemporary Issues and Perspectives - Executive Summary - August 2023 | PDF",1792048796,28]