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Promoting Authentic Student Assessment for STEM Project-Based Learning Activities

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Part of the Advances in Intelligent Systems and Computing book series (AISC,volume 1192)


This paper is a case study which discusses the development and the use of rubrics as means of assessing students in STEM project-based learning activities. The context of the case study involves the pilot phase of the STEMFREAK program, an out-of-school educational program which engaged students in such projects. The aim of the paper is twofold: 1) to present the systematic process that was employed for the design, development and application of rubrics and 2) to assess the effectiveness of the STEMFREAK program which, following the principle of constructive alignment between learning design and assessment strategy, was designed to develop the students’ competencies that the rubrics assess. The design and the development of the rubrics took place following an iterative and participatory approach, whereas their application engaged 15 students in STEM projects. The students were assessed using the ensuing rubrics in a pre-post single group research design. The results showed that all students made statistically significant progress in all aspects of their performance, as assessed by the rubrics made. The case study has the potential of informing future approaches towards the assessment of students in projects that cater for STEM project-based learning with young learners.


  • STEM education
  • Assessment rubrics
  • 21st century skills
  • Authentic assessment
  • Project-based learning

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  • DOI: 10.1007/978-3-030-49932-7_12
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Correspondence to Andri Vrioni .

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Vrioni, A., Mavroudi, A., Ioannou, I. (2021). Promoting Authentic Student Assessment for STEM Project-Based Learning Activities. In: Auer, M.E., Tsiatsos, T. (eds) Internet of Things, Infrastructures and Mobile Applications. IMCL 2019. Advances in Intelligent Systems and Computing, vol 1192. Springer, Cham.

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