A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving
Pease et al A Practical Guide ...
Final Accepted Manuscript
AffiliationUniv Arizona, Cultivating Diverse Talent STEM Project
teaching high school students
MetadataShow full item record
CitationPease, R., Vuke, M., June Maker, C., & Muammar, O. M. (2020). A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving. Journal of Advanced Academics, 31(3), 367–406. https://doi.org/10.1177/1932202X20911643
JournalJOURNAL OF ADVANCED ACADEMICS
RightsCopyright © The Author(s) 2020.
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at email@example.com.
AbstractDeveloping students' strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students' strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on "right answers" to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students' focus, motivation, interest, and understanding.
VersionFinal accepted manuscript
SponsorsNational Science Foundation