The taxonomy describes levels of increasing cognitive complexity in a student’s understanding of a subject (i.e., learning progression), through five stages: pre-structural, uni-structural, multi-structural, relational, and extended abstract.
Published in Chapter:
An Integration of Virtual Reality Into the Design of Authentic Assessments for STEM Learning
Kim Koh (University of Calgary, Canada), Olive Chapman (University of Calgary, Canada), and Lanny Lam (University of Calgary, Canada)
Copyright: © 2022
|Pages: 18
DOI: 10.4018/978-1-7998-9561-9.ch002
Abstract
Creating equal learning opportunities for all students to develop STEM literacy and global competencies is an important educational initiative. Due to COVID-19 pandemic-related classroom disruptions, it is imperative to find new ways to engage and motivate students in STEM learning. This chapter looks at the potential integration of VR technology into the design and development of authentic STEM assessments to promote the STEM learning of elementary school students in both online and blended learning environments. The design principles of a VR-based authentic STEM assessment are guided by the following theoretical frameworks: VR technology, authentic assessment, criteria for authentic intellectual quality, patchwork text approach, and SOLO taxonomy. An example of the design of authentic STEM assessments is included. The chapter concludes with the authors' recommendations for building teachers' capacity in VR technology and authentic STEM assessments through preservice teacher preparation and inservice teacher professional development. Future research directions are also discussed.