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dc.contributor.authorCapraro R.M.en_US
dc.contributor.authorCorlu M.S.en_US
dc.date.accessioned2018-04-12T13:54:40Z
dc.date.available2018-04-12T13:54:40Z
dc.date.issued2013en_US
dc.identifier.isbn9789462091436; 9789462091412en_US
dc.identifier.urihttp://hdl.handle.net/11693/38381
dc.description.abstractScience, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PBL) integrates assessment methods across different aspects of learning experiences. While STEM PBL shifts the focus of attention from summative to formative assessment, a greater attention is given to the interpersonal domain. Because of the nature of STEM PBL, which is centered on developing real-world projects where students can apply their understandings of various concepts, authentic assessment underlies both formative and summative assessment tasks through technology, such as classroom response systems, and rubrics. Authentic assessment in STEM PBL helps students transition from an authority-imposed regulation to the self-regulation of their learning. Therefore, assessment in STEM PBL is inextricably interwoven with pedagogy through integrated assessment methods that develop the whole person, stimulate creativity, and foster individualized group responsibility. © 2013 Sense Publishers. All rights reserved.en_US
dc.language.isoEnglishen_US
dc.source.titleSTEM Project-Based Learning an Integrated Science, Technology, Engineering, and Mathematics (STEM) Approachen_US
dc.relation.isversionofhttp://dx.doi.org/10.1007/978-94-6209-143-6_12en_US
dc.titleChanging views on assessment for STEM project-based learningen_US
dc.typeBook Chapteren_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage109en_US
dc.citation.epage118en_US
dc.identifier.doi10.1007/978-94-6209-143-6_12en_US
dc.publisherSense Publishersen_US


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