Assessment Model

Quality assessment is fundamental to STEAM education since it promotes student learning and provides confirmation of students conceptual understanding, learning progress and achievement throughout the teaching-learning discourse. It is a dynamic and cyclical process wherein teachers learn about their students as they also learn with their students, which may provide greater positive impact on students learning. Thus, this exploration study aimed to: 1) develop the STEAM education assessment model, and 2) investigate the appropriateness of the model and its alignment to the Philippine Professional Standards for Teachers (PPST) and Policies, Standards, and Goals (PSG) set by the Commission on Higher Education (CHED). A three-tiered analyzes of interview transcriptions, observation notes, and existing documents from sampled HEIs (SUC levels 1 and 2, LUCs and non-autonomous private schools) all over the Philippines, developed the STEAM assessment model. A two-tiered validation process by experts, administrators, and practitioners was done to establish the suitability and appropriateness of the model for STEAM education, and resulted to a Validated and Emerging Model of STEAM assessment The Validated Model represents the exact and observed assessment practices that transpired in the data collected. On the other hand, the Emerging Model was created to incorporate the suggestions of the validators, many of which are from SUC levels 3 and 4 and autonomous private schools. In both models, the first three variables: Enablers, Drivers, and Processes of STEAM assessment encapsulates the fourth, which defines the target STEAM outcomes: Critical Thinker (21^st Century Skills in the Emerging Model), Productive Citizen, and Innovative STEAM Professional or Learner. The models represent the framework that ensures the quality of assessment in STEAM education. It will guide the different educational stakeholders in their understanding of the many aspects of assessment in STEAM. It also offers a series of indicators that would guide different institutions in the development, implementation, evaluation, and internalization of policies and guidelines that ensures quality assessment. Lastly, it defines the attributes of teaching competencies, as well as, establishes the requirements for advancement in each career stage (Beginner, Proficient, Highly Proficient, Distinguished) of a STEAM educator.