Models for the Development and Assessment of Integrated STEM (ISTEM) Skills: A Case Study

This chapter introduces the concept of Integrated STEM-driven CS skills (shortly ISTEM-CS skills) and defines it as ISTEM-CS skills = STEM skills + Metrics for Skills Assessment. We refer to STEM skills as a compound of four top-level components: (1) learning and innovation skills; (2) scientific and mathematical thinking skills; (3) computation thinking skills, and (4) technological and engineering thinking skills. The introduced model enables, to some extent, to systemise and have a unified picture of skills-metrics relationships in STEM-driven CS education. This model, despite its indicated inaccuracy, is suitable for manual or automated modes of use. It is applicable and valuable for content designers, teachers, and students. The content designers are able to extend the description of metadata by including prognostic skills value for a more targeted content (i.e., Learning Object—LO) search. Teachers benefit from the skills evaluation template automatically derived using the developed Generating tool. Using the discussed approach, students are aware in advance of what skills development capabilities the given LO contain and are able to flexibly adapt his/her learning path.