STEM Approach: Transforming Achievement Testing Systems into Applied Learning Experiences

Abstract

The integration of STEM-based approaches in education has gained increasing attention as a means to enhance both teaching and assessment practices. STEM evaluation promotes innovation and creativity and provides faculty members with the opportunity to develop critical thinking, problem-solving, and analytical skills for students, which are all essential to provide practical learning experiences for achievement tests. When these skills are applied to achievement tests, they help transform testing systems from classifying students and giving them grades into applied learning experiences. The basic purpose of this study was to examine the level to which STEM-based evaluation can transform achievement testing systems from classifying and grading students into applied learning experiences according to faculty members. This research developed a questionnaire to collect responses from the faculty members (respondents) of the study. The findings of this study indicate that faculty members possessed high-level skills in constructing a good achievement test and average skills in constructing an achievement test using the STEM approach. The results also indicated that faculty members with skills in developing achievement tests had the ability to construct an achievement test using the STEM approach. The STEM-based evaluation method had the potential to achieve the objectives of achievement tests and provide
them with practical educational experiences.