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82PEDAGOGICAL SCIENCES
ASSESSING HIGH SCHOOL STUDENTS' COMPETENCE IN STEAM EDUCATION: PERSPECTIVES FROM INTERDISCIPLINARY TOPICS IN HUMANITIES AND SOCIAL SCIENCE
Nghiem Van Long, Duong Quynh Phuong
Thai Nguyen University of Education
Abstract
Diversity and creation in method and form of teaching as well as the process of testing and assessment is one of the important educational orientations. In that spirit, the assessment in STEM/STEAM education also needs to be respected, perform follow the principle and processes, using appropriate assessment tools. Our research aims to approach and analyze the assessment of students' competence in STEAM education, which delves into the research of assessment in the STEAM topic in the fields of the humanities and social sciences. The main research methods used are: research, synthesis, document analysis menthod; field survey in high school; expert method and interdisciplinary approach method.
Keywords: Assessment, STEAM education, competence, humanities and social science, high school.
1. Make a problem
In fact, in recent years, the introduction of STEM/STEAM education into high schools brings many meanings, in line with Vietnam's orientation of innovating general education. STEM/STEAM education ensures a comprehensive education, enhances interest in learning subjects, forms and develops students' competencies and qualities, connects schools with the community, provides career guidance and streamlining. students, at the same time help students adapt to the industrial revolution 4.0.
The implementation of the policy of synchronously innovation teaching forms, teaching methods, testing and assessing educational results, in order to strengthen the association of teaching in schools with real life and contribute to the formation of the competence of high school students which is getting a lot of attention in Vietnamese high schools. In which, one of the new field that is: assessing student's competence in Steam education in general and the Steam topic of the interdisciplinary social sciences - humanities in particular also has many aspects to discuss.
2. Research results and discussion
2.1. Assessment of high school students in the direction of competence development
A student's competence is the ability to master systems of knowledge, skills, attitudes...suitable for ages and operate them appropriately to successfully implement the learning and practicing tasks as required, educational goals of the school level and effectively solve the problems posed to them in life. In other words, competence is the ability to master and reasonable apply knowledge, experience, attitudes with interest in order to act effectively in diverse situations of life.
Assessment in the direction of developing student quality and competence focuses on process assessment to promptly detect student progress and for student progress, thereby adjusting and self-correcting in a timely manner teaching and learning activities in the teaching process. This view clearly shows that each assessment activity is considered as learning (Assessment as learn-
ing) and assessment is for student's learning (Assessment for learning). In addition, assessment of learning outcomes (Assessment of learning) will also be carried out at the end of the educational process to confirm what students have achieved against output standard [5].
Competency assessment is a process in which the assessor interacts with students to collect evidence of competence, using existing assessment standards to give conclusions about the level of pass or fail of some competence of student [3].
Competency assessment is an assessment of students' ability to apply learned knowledge and skills to solve problems in learning or in real life, and the student's assessment results depend on the difficulty of the task and exercises completed to varying levels. The scale in capacity assessment is determined according to the level of competence development of students, not pass or fail a content has been learned [1].
2.2. Assessing high school students' competence in STEAM education
2.2.1. STEAM Education
STEAM is created from the terms "STEM" and "Art". STEM focuses on training students in four fields of the natural sciences, however, the policy of modern education today appreciates the importance of the Arts in promoting innovation and creativity, that is also why the STEAM educational method was born. STEM education not only encapsulates the interdisciplinary relationship between groups of natural science knowledge, but now some teachers have actively integrated cultural, social, humanistic and artistic elements (called liberal arts). The combination of diverse educational sectors, forming a STEM/STEAM education ecosystem will be one of the keys to nurture and train generations of global citizens with knowledge and skills, especially creative thinking in the new era [7].
Figure 1. STEM/STEAM Ecosystem in Vietnam
STEAM topic lessons follow the engineering design process, which is a flexible process that takes students from identifying a problem or design requirement to creating and developing solution; allows flexible application of different teaching contents and methods, can conduct lessons in class or in groups or student clubs. The process of a STEAM activity/lesson consists of 7 steps: define the problem; research background knowledge; proposed solutions; choose the optimal solution; develop and build a model; testing and assessing; Finalize the design and name the product. This process can be flexibly applied to other forms of STEAM teaching [2].
In Vietnam, STEAM education in high schools has achieved initial results and increasingly widespread, creating a favorable premise for the next steps of mass and effective implementation. Following the direction of the Ministry of Education and Training on building and implementing of school education programs, in recent years, Vietnam's high schools have deployed STEAM teaching in many forms and levels such as: enhance integration, organize experiential activities, apply knowledge to solve practical problems when teaching lessons according to textbooks; building thematic lessons that integrate multi-disciplinary knowledge into solving real-life situations; apply project-based teaching methods; science and technology competition for high school students; STEAM club's extracurricular activities; creative experiential activities; STEAM events, STEAM festivals, robotics competitions...
When referring to STEM / STEAM, STEM / STEAM education, it is necessary to perceive and act in both the following ways: Firstly, the ideology (strategy, orientation) of education, in addition to the overall educational orientation, promote education in the fields of: Mathematics, Natural Sciences, Engineering, Technology, Social Sciences - Arts with the goal of "orienting and preparing human resources to meet the increasing needs of industries related to STEAM fields, thereby enhancing the competitiveness of the economy"; Second, the interdisciplinary approach method [4].
2.2.2. Principles and tools for assessing high school students' competence in STEAM education
In teaching orient STEM/STEAM education, assessment plays an important role and it is the core issue that ensures the success of a STEM/STEAM educational program.
The characteristics of STEM education are product orientation, teaching methods are project-based teaching, group learning... Therefore, regular assessment and diversification of assessment forms and tools are very necessary. Teachers can assess based on classroom activities, presentations, product reports of student, it is necessary to ensure the principle of combining teacher's assessment with self-assessment and mutual assessment of students. Assessment must aim at the development of students' qualities and competencies through the standard level of knowledge, skills, attitudes and expressions of competence and qualities of learners.
To better grasp the purpose and characteristics of STEM/STEAM education as well as to properly implement STEM/STEAM teaching and learning guidelines, assessment frameworks and tools in contemporary educational science should be reviewed and improved accordingly. In addition, appropriate tools, consistent with STEM/STEAM-oriented learning, should be developed to assess teaching and learning effectively.
The assessment framework of each STEM/STEAM educational content needs to be described flexibly based on the opinions of experts and experienced teachers.
Assessment tools learning outcomes of student are understood as means or techniques used in the assessment process. Assessment tools are intended to collect information to provide to teachers and students during assessment and self-assessment. Depending on the purpose, goal, object, time, teachers can use different assessment tools accordingly. In assessing STEAM topics, teachers can use the following assessment tools:
- Questions: Pay attention to questions related to practical situations; application questions.
- Exercises: Pay attention to the types of problem detection exercises; analysis and assessment exercises; survey and research exercises.
- Learning products: Through learning products, teachers assess the progress of students, assess the process of creating products and assess the level of achievement of students' competnece. In Steam topics, students' learning products are very diverse, teachers need to observe and monitor the progress of students to properly assess products and competence of students.
- Checklist: Teachers use this tool to assess practice exercises in Steam topics, and at the same time assess students' attitudes and behaviors when participating in and implementing topics.
- Rating scale: used in measuring the level that students achieve in each characteristic, behavior on a particular aspect/field, Steam topic. The rating scale has three basic types: numerical scale, graphical scale and descriptive scale.
- Rubrics: With this tool, teachers can assess students' activities/products on a certain task in a Steam topic. Rubric is used for both qualitative and quantitative assessments. Teachers need to provide criteria that
will be used to assess students immediately after assigning tasks of Steam topic to students, so that students can clearly visualize the work to be done.
2.3. STEAM topics in the field of social sciences and humanities
2.3.1. Some requirements for the design of STEAM topics in the field of social sciences and humanities
* Topic name
Based on the content of knowledge and practical applications to determine the appropriate topic name, showing the interdisciplinary integrated content of the social sciences and humanities.
* Content in the program of subjects is integrated in the topic
- Presenting the content of knowledge in the curriculum of the subjects integrated taught in the topic; mention clearly the requirements to be met; the title of the lesson (period), the duration of the current program's distribution and the time of teaching according to the current program;
- The project and subject plan to teach the subject after separating the content of knowledge to be taught according to the topic which was biult.
- Presenting the teaching content in the topic; analysis of the duration and timing of the topic in the appropriate relationship with the teaching curriculum of related subjects.
- Presenting the idea of topic's question to solve a certain problem so that students can learn the content of interdisciplinary knowledge and corresponding skills that have been separated from the program of the above subjects, have can be a problem according to the teaching content or a problem to be solved in practice.
- The significance of implementing the topic in teaching related subjects for the formation of knowledge, skills, attitudes and the development of students' competencies and qualities.
* The goal of the topic
+ About knowledge: Presenting the content of knowledge that students will learn through the topic (presenting only the knowledge that will be assessed).
+ About skills: Presenting the students' skills formed through the implementation of thematic learning activities (presenting only the skills that will be assessed). Use action verbs to record the types of skills and competencies that students develop through implement the topic.
+ About attitude: Presenting about the impact of the implementation of thematic learning activities on the awareness, life values and behavioral orientation of students.
+ Key competencies aimed at: Students learn through practice, creativity and creating meaningful learning products for themselves; can design, build, create a product or do something. Competences in reading, writing, math, science...are developed in the creation of learning products.
* The final product of the topic
Describing clearly the product that students must complete in terms of content and form of presentation (articles, presentations, picture books, videos, models,
clearly the name and requirements of the product along with the product assessment criteria.
2.3.2. Example of STEAM topic - interdisciplinary social sciences and humanities
Topic: Vietnam tourism through heritage regions
* Reason for choosing the topic
Heritage is the property of each country, so it is very necessary to respect the participation of different social sectors in preserving and promoting heritage values. Currently, heritage is not only a valuable asset for educating tradition and character for the young generation, but also a great resource contributing to the country's socio-economic development. Heritage is a rich and inexhaustible intellectual resource for lifelong learning.
In Vietnam, the issue of preserving and promoting the value of the nation's heritage always goes hand in hand with education. In all educational levels, heritage education in schools has had a great impact on students, that is, especially in terms of thoughts and feelings.
The construction of the project "Vietnam tourism through heritage regions" will help students gain certain knowledge about the country's heritages. Through that, students will perceive the value of the surrounding heritages, thereby having the right attitude and behavior with a sense of preserving and promoting the local heritages. Through the project, students also have many opportunities to experience different roles such as painters, reporters, singers...Thereby contributing to promoting and guiding activities, awareness, stimulating interest, helping students develop learning skills and self-own knowledge [6].
* Target
About knowledge
- Students can present the heritages of Vietnam. Characteristics of heritage in some regions of Vietnam. From there, we can see the diversity and unity in the culture of the ethnic groups in Vietnam.
- Students analyze the current status of heritage conservation.
About skills
- Students know how to collect and process documents, process information, write and present reports on problems.
- Develop skills in analyzing maps, charts, statistics, skills in using technology to support learning.
- Practice life skills: work collectively and individually to find information...
- Know how to prepare content, build outlines to present persuasive topics.
- Know how to present problems with the right attitude, gestures, politeness, know how to adjust the voice to suit the content and emotions.
- Participating in activities suitable to their abilities to contribute to building a rich and beautiful homeland.
- Interdisciplinary skills achieved through integrated thematic teaching:
+ Students gain an overall, logical and dialectical view of the heritages in Vietnam according to the characteristics of the region. From there, nurture the love of
real objects, laboratory instruments, software...); show
The article is the product of the elementary theme: "Application of digital technology in testing and assessing geography subject in high school following orientation of developing students' competence", Code: CS.2021.06, Thai Nguyen University of Education, Viet Nam.
the motherland, the country, pride in the traditions of the homeland.
+ Students can apply their understanding between interdisciplinary geography, history and literature, music and arts to participate in local activities.
Attitude
- Students have motivation, attitude of interest, curiosity, interest in learning about heritage issues.
- Raise responsibility to the community, sense of respect and protection of the heritage and relics of the homeland. Thereby preserving and promoting the cultural beauty of the ethinic group and the nation.
Orientation of competencies to be formed
- General competencies: self-control and self-study competence, communication and cooperation competence, solving problem and creativity competence.
- Specific competencies of students: language competence, scientific competence, computing competence, technological competence, informatics competence, aesthetic competence...
* Activities of teachers and students
Activity 1: Design and launch the project.
Grouping and casting for students (Lesson 1 - Week 1 according to the project plan)
Step 1: Warm up - introduce the project
- Individual activity: The teacher shows the students a video Proud of 22 world heritages in Vietnam
and asks the students to quickly take notes of the information appearing in the video.
- Group activities: The teacher divides the class into 6 groups and discusses the questions given by the teacher.
The teacher invites representatives of the groups to answer: students give a brief answer, the main purpose is for students to understand the classification of heritages in our country and at the same time survey some forms that students can use to introduce and advertise heritages in Vietnam.
- The teacher closes the topics discussed.
- The teacher introduces the project name: Vietnam tourism through heritage regions.
Step 2: The teacher introduces students to the basic contents and objectives of the project so that students can be task-oriented in the learning process.
Step 3: Form a group
- The teacher gives interest survey sheet to students, students fill out the survey.
- Teachers adjust different subjects based on the following criteria: cognitive ability, use information technology competence, aesthetics and creativity of students.
- The teacher announces the results of group sorting according to interests. The groups discussed to elect the group leader and secretary.
Step 4: The teacher assigns tasks to groups and guides build group planning.
ASSIGNMENT OF TASKS TO GROUPS
Group Tasks - expected product Expected product
Design and communication team - Learn about the heritages of Vietnam in the tourist areas of the North, the North Central, the South Central and the South. - Design print publications to advertise the heritage in this region. - Posters. - Brochures. - Infographics. -Editing smart book (using virtual reality technology HP Reveal, Code, ..) - Photobook. - Desk calendar. - Notebook.
Artist group - Learn about pottery in the North. - Give some necessary information about Bat Trang pottery. - Build plan and go to a practical experience for making pottery at a pottery workshop. - Reportage video of the actual trip, actual products made by themselves after the trip. - Posters, Brochures. - Report by PowerPoint.
Making cartoon and editing video group - Learn about the heritage of the tourist area - Editing and designing a number of cartoon films introducing heritage sites (at least 3 heritage sites in 3 tourist areas). - Short cartoon. - Intro video
Painting Group - Learn about the heritage of the tourist area. - Painting about heritage. Paintings about heritage
Tour group - Learn about the heritage of tourist areas. - Design a number of heritage tourist routes in tourist areas (encourage students to apply virtual reality technology to design). - Report by PowerPoint - Infographics, Brochures
Music group Organize a music program with 2-3 repertoires about the heritage of tourist areas. Performing songs.
Step 5: Give orientation studysheets and suggest - Listen, take notes, ask the teacher what you do
students some resources that can be referenced to help not understand.
complete the task. Activity 2: Discuss, collect and process infor- Study the orientation studysheets. mation
(Lesson 2 - Week 01 according to the project plan)
Step 1: The teacher guides students and groups in the process of building a work plan.
Step 2: Answer questions for students. Help students when required.
Step 3: The groups of students based on the activity orientation sheet to assign tasks, build a plan of group activities to complete the task.
- Write diary and report of group work.
- Arrange the content researched.
- Collect and process information on the internet, in fact.
- Form product in the first step.
Step 4: Teacher assess the working process of the group.
Activity 3: Finishing the product
(Lesson 3 - Week 02 according to the project plan)
Step 1: The teacher asks the group leaders to report on the work progress of their groups, and at the same time, raise the difficulties and obstacles in the process of researching the topics.
Step 2: The teacher helps the groups by giving suggestions so that the students can solve their group's problems well.
Step 3: The members approve their group's report, comment and edit the group's report.
Step 4: The group leader receives the members' comments, completes the group's report, and prepares to present it to the class in the next period.
Step 5: Assess the teamwork process.
Activity 4: Report and display products. Summary Project (Lesson 4, 5 - Week 03 according to the project plan)
Step 1: Students complete the group's product display area (6 zones).
Step 2: The teacher repeats the order in which the groups' products are presented.
Step 3: The groups present their products and introduce their stall in order.
Step 4: Discuss.
- Teachers comment and assess students' products.
- Students answer interview the topics they have learned.
- Discuss and prepare questions for other groups.
- Self-assess products of their own group and participate in assessing product of other groups.
* Summarize and guide students to study
- Ask students to share their harvests of knowledge, skills and attitudes gained after activities of project.
- The teacher summarizes the relevant knowledge that the students have mobilized and applied.
- Guide students to build ideas to continue to complete and develop the group's products .
2.3.3. Assessing students' competence through examples STEAM topic: Vietnam tourism through heritage regions
* Steps to conduct an assessment
- Student self-assess and grades.
- Groups of students assess each other.
- The teacher assess and grades. * Assess and grade
Students, groups of students and teachers assess student according to the following criteria:
Assessment route (Assess any time) Assessment content Assessor Assessment Criteria
Before the project Level of project acceptance Teacher - Students understand the reasons and goals of the project. - Students can build the project implementation process.
Performing project - Process of building product - Teamwork spirit and attitude Teacher Student - Students know how to search and process information online or in real life. - Students have good interactions with teachers, group's members and other group - Teamwork spirit
Product of project Products of the group Teacher Student - Product content is appropriate, it has beautiful and creative presentation. - Presenting fluently and confidently. - The effect on the application of the product (spread of product). - Value brought from the product.
Rating:
+ Good (score 9, 10) + Rather (score 6, 7, 8) + Average (score 5) + Weak, poor (score 1, 2, 3, 4) Assess the group's report
Criteria Score Fail 0-49% Pass 50-64% Rather 65-79% Good 80-100%
Complete all of tasks, on time 2 0 to < 1,0 1,0 to < 1,3 1,3 to < 1,6 1,6 to 2,0
Perform tasks that meet less than 50% of requirements. Perform 50 - 64% of assigned learning tasks. Perform 65 - 79% of assigned learning tasks. Perform the task well, achieve over 80 % of the learning volume
Product content meets requirements 4 0 to < 2 2 to <2,5 2,5 to <3,5 3,5 to 4,0
Perform tasks that meet less than 50% of requirements. Perform 50 - 64% of assigned learning tasks. Perform 65 - 79% of assigned learning tasks. Perform the task well, achieve over 80 % of the learning volume
Use technology that meets requirements 1 0 to < 0,5 0,5 to < 0,6 0,6 to < 0,8 0,8 to 1,0
Perform tasks that meet less than 50% of requirements. Perform 50 - 64% of assigned learning tasks. Perform 65 - 79% of assigned learning tasks. Perform the task well, achieve over 80 % of the learning volume
Creative ideas 1 0 to < 0,5 0,5 to < 0,6 0,6 to < 0,8 0,8 to 1,0
Perform tasks that meet less than 50% of requirements. Perform 50 - 64% of assigned learning tasks. Perform 65 - 79% of assigned learning tasks. Perform the task well, achieve over 80 % of the learning volume
Group combine well, share and support each other while reporting and responding 2 0 to < 1,0 1,0 to < 1,3 1,3 to < 1,6 1,6 to 2,0
No or little support There is support but not always Support actively Support very actively
With the application of the project in teaching and assessing social sciences and humanities topics, Steam not only becomes interesting, new, and less stressful for learners, but through this form, students have more opportunities to develop problem-solving skills, thinking skills and high self-reliance, positive themselves among groups.
3. Conclusions and recommendations
STEAM education is a trend and teachers will be persons who inspire students so that they can meet the needs of the new era. Steam Education breaks the distance between academia and practice, creating people who are able to work "instantly" in a highly creative working environment with mind-demanding jobs in the 21st-century. The assessment in Steam education also needs to ensure the right principles, the right process and the use of many different assessment tools. The assessment should closely follow the teaching objectives: the core content to be achieved, the behavior to be performed and the required quality level of that behavior, the general competencies and the specific competencies. In addition, there must be coordination of process assessment and result assessment.
The assessment of learning results and competencies of high school students with Steam education orientation in topics in the fields of social sciences and humanities should note: (1). The assessment of learners must be performed throughout the teaching process instead of just assessing the final product; (2). The content of learners assessment focuses on assessing competence and quality; (3). Assessment of individual learning results: the assessment of individual learning results helps teachers compare with the teaching goals that the teacher has built as well as the teaching methods that the teacher has used. Individual learning results always have an impact on perceptions, thinking and emotions of learners; (4). Assessment of group learning results: The assessment of group learning results is essentially an assessment of the development of learners'
skills in the learning process. In addition, when assessing should focus on: (1) separate knowledge of STEAM subjects, (2) integrated knowledge and skills of STEAM subjects and students' soft skills.
References
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5. Ministry of Education and Training of Vietnam
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