ASSESSMENT OF ENGINEERING IN K-12 EDUCATION

A Research Presented to the

University of Southern Philippines Foundation

Salinas Drive, Lahug, Cebu City, Philippines

By:

Sean Christopher R. Dajao

THEORETICAL BACKGROUND

This study explore various assessment practices used in K- 12 engineering education. It discusses

the importance of assessment methods, such as performance – Based assessment and protocols. In

measuring students engineering skills and knowledge.

Integration of engineering design challenges into K-12 curriculum, this research examine the

integration of engineering design challenges into K-12 curriculum and elevate the effectiveness of

assessment strategies in measure student’s engineering components. It emphasis the needs for

reactive assessment.

The literature review discuss the challenges and opportunities assonated with preparing K-12

teachers to assess engineering learning outcomes effectively. It emphasis the importance of

professional development proper and resources to support teacher.

RATIONALE OF THE STUDY

There has been a growing emphasis on reforming K-12 education to better prepare students for

the demands of the 21st century. Integrating engineering education into K-12 curriculum is seen as a

way to promote critical thinking, problem-solving, and innovation skills among students, aligning with

broader educational goals. Many educational institutions and policymakers have prioritized STEM

education as a means to address workforce needs and foster economic competitiveness. Engineering

education is a crucial component of STEM initiatives, and assessing its effectiveness in K-12 settings

is essential for ensuring that students are gaining the necessary skills and knowledge. Ensuring

equitable access to high-quality education is a priority in many educational systems. Assessing

engineering education in K-12 can help identify potential disparities in access and achievement

among different student populations, informing efforts to promote equity and inclusion in STEM fields.
STAEMENT OF THE PROBLEM

The study aims to investigate the efficacy of current assessment methods in K-12 stem

education, specifically following on the domain of engineering.

1. To what extent are current assessment practices aligned with the intended learning outcomes and

goals of K-12 engineering curriculum?

2. How do theoretical understandings of assessment in engineering education influence instructional

practices and curriculum design in K-12 settings?

3. What are the implications of theoretical gaps in assessment for the effectiveness and equity of
engineering education in K-12 schools?

SIGNIFICANCE OF THE STUDY

This research significance as it onesie the roiling importance of stem education, particularly in the

fiend of empowering, with the k to 12 curriculum understanding the effectiveness of the assessment

practices in this domain is crucial for informing educational policies, curriculum development and

instructional. The study computes to the quality of STEM education and prepare students for the

future.

OBJECTIVE OF THE STUDY

Explore and identify the theoretical frameworks that underpin assessment practices in K-12

engineering education. This objective involves conducting a comprehensive review of relevant

literature to identify key theoretical perspectives, such as constructivism, STEM education, project-

based learning, and inquiry-based learning that inform assessment in K-12 engineering education.
SCOPE OF THE STUDY

The study will focus on exploring and analyzing theoretical frameworks that inform assessment

practices in K-12 engineering education. This includes theories such as constructivism, STEM

education, project-based learning, and inquiry-based learning, among others. Research has shown

that hands-on, project-based learning experiences in engineering can enhance student engagement

and understanding of complex STEM concepts. By promoting inquiry-based learning and real-world

applications, educators can help students make meaningful connections between theory and practice,

ultimately fostering a deeper understanding of engineering principles.

Assessment in K-12 engineering education plays a crucial role in monitoring student progress,

identifying areas for improvement, and evaluating the effectiveness of instructional strategies.

Through formative and summative assessments, educators can gauge student learning outcomes,

provide feedback, and tailor instruction to meet the needs of individual learners.
REFERENCES:

https://nap.nationalacademies.org/read/12635/chapter/5

https://nap.nationalacademies.org/read/25612/chapter/5

https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1069&context=jpeer