STEM education has received increasing attention in recent years. However, developing valid and reliable assessment of interdisciplinary learning in STEM has been a challenge. This study is a comprehensive review of assessment of interdisciplinary STEM education during the last two decades. A total of 49 empirical research articles were collected from an initial library of 635 articles focusing on interdisciplinary STEM education. A two-dimensional framework was developed to examine the literature. The first dimension concerns the nature of disciplines being assessed and includes three categories: monodisciplinary, interdiscipline, and transdiscipline. The second dimension concerns the learning objectives and includes four aspects: knowledge, skill, practice, and affective domain. The results show that most assessments focused on assessments of monodisciplinary knowledge, monodisciplinary affective domains, and transdisciplinary affective domains. Although many programs aimed to improve students’ interdisciplinary understanding or skills, their assessments did not align with their aims. Based on the review, future directions are proposed for developing assessments for interdisciplinary STEM educational programs.

中文翻译：

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跨学科STEM教育中学生学习评估的回顾

近年来，STEM教育越来越受到关注。然而，开发对STEM中跨学科学习的有效而可靠的评估一直是一个挑战。这项研究是对过去二十年间跨学科STEM教育评估的全面回顾。从635篇针对跨学科STEM教育的文章的初始库中，总共收集了49篇实证研究文章。开发了一个二维框架来检查文献。第一个方面涉及所评估学科的性质，包括三类：一门学科，一门学科和一门跨学科。第二个方面涉及学习目标，包括四个方面：知识，技能，实践和情感领域。结果表明，大多数评估都集中在对单学科知识，单学科情感领域和跨学科情感领域的评估上。尽管许多计划旨在提高学生的跨学科理解或技能，但他们的评估与目标不符。在此审查的基础上，提出了发展跨学科STEM教育计划评估的未来方向。