EVALUATING FORMATIVE ASSESSMENT PRACTICES IN STEM EDUCATION IN PUNJAB, PAKISTAN: PRINCIPLES, POLICIES, AND PRACTICES

Abstract

This paper delves into the significance of Formative Assessment as a powerful tool for promoting STEM learning and discusses the need for seamlessly blending seemingly disparate subjects, such as mathematics and general science, within a cohesive STEM framework. The research endeavor embarks on an extensive investigation into the development and application of formative assessment tasks in select classrooms, aiming to shed light on the potential of such interventions in promoting STEM. The research will involve the use of a mixed-methods approach to capture comprehensive data, combining qualitative observations, student interviews, and quantitative assessments. The findings will highlight the multifaceted impact of formative assessment on the students' cognitive and metacognitive development, fostering higher-order critical thinking skills and enhancing problem-solving capabilities. While the paper would celebrate the numerous benefits of formative assessment in STEM Education, it also acknowledges the challenges encountered during its implementation. These challenges range from initial resistance among educators to time constraints within the curriculum. Addressing these obstacles requires a transformative shift in pedagogical practices, fostering a culture of continuous improvement and embracing a growth-oriented mindset. In conclusion, this paper serves as a comprehensive exploration of using Formative Assessment to promote STEM Education in early grades. By delving into the process of task development, its implementation, and subsequent impact, the paper offers valuable insights into the symbiotic relationship between Formative Assessment and STEM learning. The contributions of this research extend to both curriculum development and assessment practices, offering a compelling roadmap for educators and policymakers seeking to empower the next generation of STEM innovators for diverse policy decisions.