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

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

Garima Bansal
Copyright: © 2023 |Pages: 24
ISBN13: 9781668469323|ISBN10: 1668469324|ISBN13 Softcover: 9781668469361|EISBN13: 9781668469330
DOI: 10.4018/978-1-6684-6932-3.ch003
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MLA

Bansal, Garima. "Competency-Based Assessments in STEM Classrooms: Using Creative Story Writing as a Formative Assessment." Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond, edited by Garima Bansal and Umesh Ramnarain, IGI Global, 2023, pp. 62-85. https://doi.org/10.4018/978-1-6684-6932-3.ch003

APA

Bansal, G. (2023). Competency-Based Assessments in STEM Classrooms: Using Creative Story Writing as a Formative Assessment. In G. Bansal & U. Ramnarain (Eds.), Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond (pp. 62-85). IGI Global. https://doi.org/10.4018/978-1-6684-6932-3.ch003

Chicago

Bansal, Garima. "Competency-Based Assessments in STEM Classrooms: Using Creative Story Writing as a Formative Assessment." In Fostering Science Teaching and Learning for the Fourth Industrial Revolution and Beyond, edited by Garima Bansal and Umesh Ramnarain, 62-85. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-6932-3.ch003

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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.

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