In this study, the implementation of a STEAM project was critically examined, with constructivist grounded principles utilized to inform the perspective of both a learner and a STEAM practitioner. A comprehensive project plan was devised that incorporated CAP domains through the integration of the STEAM praxis with peer and self-assessment…

This study explores lower secondary school teachers' arguments and perceptions for using a 26-point grading scale (26-PGS), and gender differences in assessment practice. An explanatory sequential design was conducted. First, teachers (n = 6) assessment of students' text (n = 182) was analysed. In the subsequent phase, an open-ended questionnaire…

The current study expands on previous research on gender differences and similarities in science test scores. Using three different approaches -- differential item functioning, differential distractor functioning, and decision tree analysis -- we examine a high school science assessment administered to 3,849 10th-12th graders, of whom 2,021 are…

Teachers lack effective curriculum-based instruments to assess their students' scientific competence that would provide information for modifying their inquiry instruction. The main purpose of this study was to develop and validate a Curriculum-Based Scientific Competence (CBSC) test to assess students' scientific competence in a 1-semester Grade…