Assesement And Integrated Steam In Engineering Education

Abstract

To justify the implementation of the integrated/holistic STEAM approach, theoretical considerations propose that assessment must be designed in order to evaluate students’ engagement not only in core ideas but also in their ability to be involved in the practices of Scientists and Engineers and in their capacity to recognize and apply the crosscutting concepts in real/authentic problems. The purpose of the article: (i) to summarize the state of the art for the different approaches of STEAM epistemology and integration, (ii) to go beyond and suggest some directions for future research related to the role of the boundary objects as crossing objects between the disciplines included in the acronym of STEAM and (iii) to discuss the new forms of learning objectives and the assessment techniques, when the boundary objects are considered in the STEAM integrated approach.