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Preservice mathematics teacher experiences and insights into integrated STEM assessment design challenges

Artigo2026

Yurizka Melia Sari; Shofan Fiangga; Yulia Izza El Milla; Fikky Dian Roqobih; Abdul Haris Rosyidi; Masitah Shahrill

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Resumo

Abstract Designing effective assessments in STEM-integrated mathematics education is a vital yet insufficiently developed skill among pre-service teachers (PSTs). This study uses a sequential explanatory mixed-methods approach to explore specific challenges faced by 56 PSTs enrolled in a STEM Education course at an Indonesian state university. Quantitative data were gathered through the STEM Challenges in Assessment Scale (SCiAS), while qualitative insight obtained through semi-structured interviews with six intentionally selected participants. Quantitative results show that Authentic Assessment was the most difficult area, followed by Equity and Diversity, and Clarity of Learning Objectives; 37.5% of participants experienced high difficulty overall. All six domains were rated as moderate to high in perceived difficulty, with 69.6% of PSTs reporting significant challenges, especially in assessment planning. Thematic analysis of interview data identified nine categories of challenges; assessment design and interdisciplinary integration were the most prominent. Combining quantitative and qualitative data revealed strong agreement on assessment design difficulties but also notable differences concerning technology use, where survey scores underestimated the pedagogical complexity described in interviews. These findings highlight systemic gaps in PST training, particularly in applying backward design, integrating pedagogical content knowledge, and developing assessment literacy in STEM contexts. Teacher education programs should incorporate scaffolded, authentic STEM assessment experiences throughout the curriculum rather than isolating them in a single course.

Dados da obra

Tipo
Artigo
Periódico
Discover Education, v. 5, n. 1
Editora
Springer
Ano
2026 (2026-08)
Idioma
en
Palavras-chave
Assessment challenges; Assessment literacy; Indonesia; Mathematics education; Mixed-methods; Pre-service teachers
Temas
Avaliação, Currículo, Formação de Professores de Matemática
DOI
10.1007/s44217-026-02007-6
ISSN
2731-5525
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SARI, Yurizka Melia et al.. Preservice mathematics teacher experiences and insights into integrated STEM assessment design challenges. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-02007-6.

APA

Sari, Y. M., Fiangga, S., Milla, Y. I. E., Roqobih, F. D., Rosyidi, A. H., & Shahrill, M. (2026). Preservice mathematics teacher experiences and insights into integrated STEM assessment design challenges. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-02007-6

BibTeX
@article{sari2026,
  author = {Sari, Yurizka Melia and Fiangga, Shofan and Milla, Yulia Izza El and Roqobih, Fikky Dian and Rosyidi, Abdul Haris and Shahrill, Masitah},
  title = {Preservice mathematics teacher experiences and insights into integrated STEM assessment design challenges},
  year = {2026},
  journal = {Discover Education},
  volume = {5},
  number = {1},
  publisher = {Springer},
  doi = {10.1007/s44217-026-02007-6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Sari, Yurizka Melia
AU  - Fiangga, Shofan
AU  - Milla, Yulia Izza El
AU  - Roqobih, Fikky Dian
AU  - Rosyidi, Abdul Haris
AU  - Shahrill, Masitah
TI  - Preservice mathematics teacher experiences and insights into integrated STEM assessment design challenges
PY  - 2026
JO  - Discover Education
VL  - 5
IS  - 1
DO  - 10.1007/s44217-026-02007-6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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