The ATS STEM Report series comprises five reports that arose from project deliverables. Reports #1 and #2 are concerned with the research pertaining to STEM education in schools and with national policies for STEM in various European countries, respectively. Report #3 deals with key ideas and principles underlying formative assessment theory and the current state of the art with respect to how STEM digital formative assessment is conceptualised and leveraged to support learning of transversal skills in STEM. Report #4 examines the potential of various technology-enhanced tools and architectures that might be used to support assessment for learning in STEM. Drawing on all four of these, Report #5 presents an integrated conceptual framework for the assessment of transversal skills in STEM.
About the Project
Assessment of Transversal Skills in STEM (ATSSTEM) is an innovative policy experimentation project being conducted across 8 EU countries and involving a partner network of 12 educational institutions. ATS STEM aims to provide teachers and students with efficient and necessary digital assessment approaches in development of second level students’ transversal skills in STEM (Science, Technology, Engineering and Mathematics). This model is being developed, implemented and evaluated as part of a large-scale classroom pilot project leading to policy recommendations at both national and European levels for further transformation of education. Teachers, researchers as well as students involved in the project will help map new pedagogical approaches and learning outcomes in order to affect systemic changes that allow them to succeed in achieving their educational goals. Project activities also aim to ensure policy makers have a deployment strategy for engendering creative learning environments appropriate to their national or regional context. The ATS STEM Project is led by DCU and coordinated by Eamon Costello in collaboration with DCU colleagues Eilish McLoughlin, Deirdre Butler, Michael O’Leary and Mark Brown