Integrated STEM Assessment Model
 
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Texas A&M University
CORRESPONDING AUTHOR
Ali Bicer   

Texas A&M University, 1601 VALLEY VIEW APT: 1304, 77840 COLLEGE STATION, Turkey
Publish date: 2017-06-19
 
EURASIA J. Math., Sci Tech. Ed 2017;13(7):3959–3968
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ABSTRACT
Background:
Previous research identified a strong correlation between mathematics and science performance albeit for small samples of students. Even though there was a high correlation between mathematics and science performance, researchers examining students’ STEM achievement investigated mathematics and science achievement separately. The present study brings science and mathematics objectives together to constitute a higher order STEM assessment model.

Material and methods:
Data (science and mathematics scores) were gathered from 231,966 students (52% female) who were in 11th grade and took the state mandated test in 2013. A second-order confirmatory factor analysis was used to create a STEM assessment model.

Results:
The fit indices showed indicated adequate model fit for the data.

Conclusions:
The lack of assessments of technology and engineering objectives taught in K-12, make estimating the effectiveness of STEM teaching and learning tenable at best.

eISSN:1305-8223
ISSN:1305-8215