Competency-Based Assessments in STEM Classrooms: Using Creative Story Writing as a Formative Assessment

Garima Bansal

doi:10.4018/978-1-6684-6932-3.ch003

Competency-Based Assessments in STEM Classrooms: Using Creative Story Writing as a Formative Assessment

Garima Bansal

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

It has often been observed that what is assessed often becomes what is taught. To enable teachers to teach 21st century skills, it is crucial that school systems upskill their models of designing high-quality competency-based assessments. This chapter reports a competency-based formative assessment used to equip students with the skills required for successful survival in the 21st century. It reports a formative assessment task in which story writing is used to develop graph development skills among STEM students studying in middle grades in an Indian school classroom. The results indicate that competency-based assessments unravel student-held misconceptions which can be used by the teachers to provide appropriate formative feedback.

Original language	English
Title of host publication	Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond
DOIs	https://doi.org/10.4018/978-1-6684-6932-3.ch003
Publication status	Published - Jul 2023

Keywords

Competency based assessment
Creative writing
Formative evaluation
Generic skills
India
Middle years
STEM education

Disciplines

Curriculum and Instruction
Educational Assessment, Evaluation, and Research
Science and Mathematics Education

Access to Document

10.4018/978-1-6684-6932-3.ch003Licence: Unspecified

https://www.doi.org/10.4018/978-1-6684-6932-3.ch003

Cite this

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