This question often came with a sense of frustration. Teachers would describe amazing projects their students were creating, from building complex robot drivetrains to solving coding challenges. But when it came time to assess these projects, they felt stuck between traditional grading methods that didn’t capture the learning, and completely open-ended evaluations that (they felt) lacked rigor.
As a school leader, you’ve likely heard similar concerns from your teachers. How do we create assessment systems that maintain academic standards while honoring the creative, iterative nature of STEM learning?
Why traditional assessment falls short in STEM
Traditional assessment methods originated from a different learning paradigm. When a student takes a mathematics test, there’s usually one correct answer. When they write an essay, we can use a rubric to evaluate specific components. But what happens when students are solving open-ended engineering challenges? How do we assess the process of iteration and experimentation that is central to STEM or inquiry-based learning?
Traditional assessment methods often create three significant problems in STEM classrooms:
1. Discouraging risk-taking
When students know they’ll receive a grade for their final product, they play it safe. Instead of trying innovative solutions that might fail, they stick to proven approaches they know will work. This defeats one of the core purposes of STEM education: fostering innovation and creative problem-solving.
2. Focusing on products instead of process
Standard grading practices typically evaluate the end result rather than the learning journey. In STEM, however, the process of iteration, testing, and refinement is where much of the learning occurs. A student who tries three different approaches before finding a solution that works has likely learned more than a student who succeeded on their first attempt.
3. Limiting student voice and choice
Traditional assessments often prescribe specific paths to success, leaving little room for student creativity and decision-making. This contradicts the real-world nature of STEM work, where professionals regularly decide about how to approach problems.
Creating more student-centered STEM assessments
So, what should STEM assessment look like? Based on my work with schools worldwide, I believe two principles should guide your assessment approach:
1. Make learning visible
Assessment should help students see their own growth and learning. This means creating opportunities for students to document their thinking, reflect on their process, and identify what they’ve learned through both successes and failures.
2. Emphasize iteration
Rather than treating assessment as a final judgment, structure it as part of the learning process. This might mean having students document multiple versions of their solutions, explain their refinements, and reflect on what they learned from each attempt.
Practical steps
One of the most powerful tools for implementing student-centered assessment in STEM is the engineering notebook. I’ve seen firsthand how engineering notebooks can transform assessment from something done to students into something done with them. Here’s how school leaders can support this transition:
1. Make engineering notebooks central to assessment. Engineering notebooks shouldn’t be an add-on or optional component - they should be the primary tool for documenting student learning. These notebooks serve multiple purposes:
- Providing a space for students to document their thinking process
- Creating opportunities for authentic differentiation
- Enabling ongoing formative assessment through student-teacher conversations
- Showing growth over time as students iterate on their solutions
2. Support teacher professional development. Teachers need clear guidance on how to use engineering notebooks effectively. This includes:
- How to structure notebook entries to capture learning
- How to use notebooks for formative assessment conversations
- How to help students document their thinking process
- How to evaluate notebooks in a way that maintains student ownership
3. Establish clear but flexible guidelines. The power of engineering notebooks lies in their flexibility. School leaders should:
- Create basic requirements while allowing for individual expression
- Encourage multiple forms of documentation (sketches, written reflections, data tables)
- Focus evaluation on evidence of learning rather than standardized formats
- Allow both digital and physical notebook options to meet different student needs
4. Build in time for reflection and discussion. For engineering notebooks to be effective assessment tools, students need opportunities to:
- Share their documentation strategies with peers
- Discuss their thinking process with teachers
- Reflect on their growth over time
- Make connections between different projects and concepts
Implementing systemic change
For student-centered STEM assessment to work, it needs to be implemented systematically. Here are some steps to create lasting change in your school or district:
1. Start with a pilot program
- Select a small group of interested teachers to pilot the approach
- Provide these teachers with extra support and resources
- Use their experiences to refine the implementation strategy
- Let them become advocates for the approach with their peers
2. Create support systems
- Establish regular check-ins between teachers using engineering notebooks
- Set up systems for teachers to share successful strategies
- Create a resource library of exemplar notebooks and assessment approaches
- Provide ongoing professional development opportunities
Moving forward
The shift to student-centered assessment in STEM isn’t just about changing grading practices - it’s about transforming how we think about learning. When students document their thinking, reflect on their process, and engage in meaningful conversations about their work, they develop a deeper understanding and greater ownership of their learning.
The key is to start small, provide adequate support, and stay focused on what matters most: helping students develop the thinking skills they’ll need for future success in STEM fields.
For school and district leaders ready to begin this journey, remember that the goal isn’t perfection—it’s progress. Start with a few committed teachers, give them the support they need, and let their success drive broader adoption across your school.
Jason McKenna is V.P. of Global Educational Strategy for VEX Robotics and author of “What STEM Can Do for Your Classroom: Improving Student Problem Solving, Collaboration, and Engagement, Grade K-6.” His work specializes in curriculum development, global educational strategy, and engaging with educators and policymakers worldwide. For more of his insights, subscribe to his newsletter.
