Integrated STEM Assessment Model
Ali Bicer 1 * , Robert M. Capraro 1, Mary M. Capraro 1
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1 Texas A&M University
* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00766a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 7, pp. 3959-3968

Publication date: 19 Jun 2017

Article Views: 2123

Article Downloads: 1076

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