The Role of Assessment of Technology in STEM Education

This chapter positions technology subjects as a major component of STEM. The contribution explores the nature of activity in technology as it features discrete subject knowledge and skills and its importance in mediating the elements of STEM to support an integrated learning experience. Considering the role of designerly learning in the transactional activities of technology education highlights its utility in drawing together STEM learning in a contextual and tangible way. The challenge of assessing the T in STEM is discussed in the context of the dependent relationship between designing and creating and the associated difficulties in capturing evidence of performance resulting from a fluid, non-determinist approach to student learning. The ability to articulate designerly decisions and actions is developed through a dichotomous representation of designing and making as the value proposition. Holistic assessment is presented as a useful construct to be considered in support of liberating the learners’ approach to tackling the learning task while having the capacity to adjudicate on the summation of evidence through the teacher’s professional judgement. The chapter will also address how assessment can be planned for and managed so that it can inform rather than drive teaching and learning.