For too long, assessment in STEM has been synonymous with tests, grades, and compliance. But when assessment becomes a tool for curiosity, reflection, and student growth, it transforms from a gatekeeper to a guide. In my recent assessment strategies course, one idea that stuck with me came from Rick Stiggins: students should become the assessors of their own learning. I had an ah-ha moment. This philosophy reshapes our role as educators not as scorekeepers, but as facilitators of meaningful, student-centered evaluation (Chappuis et al., 2009).
Authentic assessment in STEM means more than just checking boxes. It’s about capturing deep understanding through multiple formats such as journals, interactive notebooks, exit tickets, peer reviews, and student-led conferences. These tools offer a more holistic picture of learning and promote metacognition. Research supports this shift, showing that formative assessment increases motivation and achievement when learners receive timely feedback and opportunities to revise (Torrance & Pryor, 2001).
In my classroom, a simple shift of using reflection questions instead of quiz questions helped students express not just what they learned, but how and why it mattered.
Assessment can also be a tool for equity. Standardized tests often fail to capture the strengths of all learners—especially multilingual learners. But alternative assessments like project-based learning, student-created rubrics, or portfolios invite multiple modes of expression and cultural relevance. When students have influence in how they show what they know, their confidence and ownership soar (Chappuis et al., 2009). Ultimately, rethinking assessment isn’t about lowering standards it’s about raising relevance. By assessing for learning, not just of learning, we invite curiosity back into the process.
References:
Chappuis, S., Chappuis, J., & Stiggins, R. (2009). The Quest for Quality. Educational Leadership, 67(3), 14–19.
Torrance, H., & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615–631. https://doi.org/10.1080/01411920120095780