**6. A framework for assessing effectiveness of STEM learning**

A framework for reflecting upon effectiveness of our STEM lessons and activities, adopted and modified from Larmer et al. [4] is presented in **Figure 3**:

Key Curriculum Concepts or learning outcomes essentially relate to change in knowledge, skills, and attitude encompassing success skills for 21st century. In view of the key curriculum concepts a challenging problem or questions serve as driving force that on one hand help teachers plan learning experiences and on the other hand make learning meaningful for students by focusing their attention towards relevant information, previous knowledge, and enable them to transfer their learning in future. When students find answers, more questions arise in the form of a spiral, i.e. an iterative process resulting in deeper learning which is John Dewey's philosophy of learning stressing on inquiry forming the basis of project activities [5]. STEM activities could be made 'real' for students if the nature of problem or questions relates to our society, or knowing that the project may have positive implications for our society. Thus authenticity demands that our students may also use the tools that people would normally do in the real world for completing tasks as part of their STEM activities. For example, comparing alternatives, conducting surveys or communicating with experts, organizing exhibitions require completion of authentic tasks.

John Dewey suggested student voice and choice as a pre-requisite to critical thinking and problem solving [5, 6]. The degree of voice and choice given to students is a decision in view of their readiness, the scaffolds and coaching a teacher is ready to offer. Typically, scaffolding may include direct instruction, handouts and readings as well as other tools and processes that may help students in STEM activities.

Obstacles may be treated as opportunities for students as well as teachers to reflect on how to overcome these challenges as well as to reflect upon effectiveness of their inquiry leading to STEM activities.

**Figure 3.**

*A framework for assessing effectiveness of STEM learning, adopted and modified from Larmer et al. [4].*

Assessment of STEM activities may comprise of both formative assessments to gauge progress in collaborative tasks, and summative assessments about the degree of achievement in learning outcomes by individual students. Traditional assessment tools such as quizzes, assignments, and tests may be more suitable for assessing content knowledge (cognitive domain), however, success skills such as critical thinking, collaboration, and communication may be evaluated through rubrics.

Showcasing the products developed by students, to a wider audience through exhibitions, poster competitions serve as opportunities to celebrate the efforts of our students, encourage them, and share constructive feedback on how their learning may be extended while teachers may benefit from ideas and discussions on how to keep up the good work.
