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RESEARCH PAPER
Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation
1
Faculty of Education in Science and Technology, Technion, Israel Institute of Technology, Haifa 3200003, ISRAEL
2
Yonatan Netanyahu Secondary School, Kyriat Motzkin 2643011, ISRAEL
3
The Samuel Neaman Institute for National Policy Research, Haifa 3200003, ISRAEL
Publication date: 2021-05-07
EURASIA J. Math., Sci Tech. Ed 2021;17(6):em1969
KEYWORDS
ABSTRACT
This study explores Science, Technology, Engineering and Mathematics (STEM) teachers’
perceptions of teaching and assessment methods. We investigated 125 STEM subject
coordinators and teachers using interviews and questionnaires. We examined the most commonly
implemented teaching and assessment methods, and the reasons teachers chose them. Then, we
compared teachers from different school levels, subjects, teaching experience and cultural
backgrounds. The teaching methods implemented the most were lectures and presentations,
followed by class discussions and collaborative classwork. The most implemented assessment
method was tests with open- and closed-ended questions, followed by project portfolios and
experiment reports. Subject coordinators preferred methods that integrate formative assessment
more than teachers. The study contributes to a better understanding of the teaching and
assessment methods implemented in schools and the gap between recommendations and actual
implementation. Conducted prior to the COVID-19 pandemic, this research sets a baseline for
similar future post-COVID research.
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