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It frames the work through inspiration from cumulative STEM education evidence over two decades, emphasizing National Science Foundation DRK-12–funded research. 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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) . Classroom-Based STEM assessment: Contemporary issues and perspectives. Community for Advancing Discovery Research in Education (CADRE) . Education 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 | Classroom-Based STEM Assessment: Contemporary Issues and Perspectives  \nTable of Contents  \nClassroom Assessment in STEM Education: An Introduction to the Report............................................................................................... 4  \nConnecting Classroom Assessment with Learning Goals and Instruction through Theories of Learning ............................................................. 21  \nAssessment  \nfor Learning .............................................................................................................................. 38  \nEquity and Justice in Classroom Assessment of STEM Learning .......................................................................................... 69  \nTeacher Knowledge and Practices for Assessment..................................................................................................... 86  \nTechnology-Based  \nInnovative Assessment......................................................................................................... 99  \nSummary and Recommendations for Classroom-Based STEM Assessment ............................................................................ 126  \nAppendix: A Sampling of DRK-12  \nClassroom-Based Assessment Projects ........................................................................ 134  \n3 | Classroom-Based STEM Assessment: Contemporary Issues and Perspectives  \nClassroom Assessment in STEM Education:  \nAn Introduction to the Report  \nJames W. Pellegrino, Shuchi Grover, Christopher J. Harris, & Eric Wiebe  \nReport Goals and Context  \nThis report is focused on what research and practice indicate about how assessment impacts the teaching and learning of STEM subject matter in K–12 classrooms. Our intent is to take stock of what we currently know as well as what we need to know to make classroom assessment i","cbCaipC6SoGbu1Vy","https://ap.wps.com/l/cbCaipC6SoGbu1Vy","pdf",2340933,148,"English","# Classroom Assessment in STEM Education: An Introduction to the Report\n## Report Goals and Context\n## Suggested Citation\n## Table of Contents","[{\"question\":\"What is the main focus of the report?\",\"answer\":\"The report focuses on what research and practice indicate about how assessment impacts teaching and learning of STEM subject matter in K–12 classrooms.\"},{\"question\":\"What is the report trying to accomplish?\",\"answer\":\"It aims to take stock of what is currently known and to clarify what needs to be known to make classroom assessment in STEM maximally beneficial for teacher practices and student learning outcomes.\"},{\"question\":\"How is the report organized in terms of themes?\",\"answer\":\"Major sections address critical issues in integrating and using assessment at the classroom level, including assessment for learning, equity and justice, teacher knowledge and practices, and technology-based innovative assessment.\"}]","Classroom-Based STEM Assessment: Contemporary Issues and Perspectives - Report | PDF",1792048801,373]