Evaluation of educational assessment module for flexible STEM education

Vincent Theodore M. Balo; Joje Mar P. Sanchez; Vincent Theodore M. Balo; Joje Mar P. Sanchez

doi:10.3934/steme.2025007

STEM Education

2025, Volume 5, Issue 1: 130-151. doi: 10.3934/steme.2025007

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Research article

Evaluation of educational assessment module for flexible STEM education

Vincent Theodore M. Balo ^{1
,},
Joje Mar P. Sanchez ^{2
,
,}

1.
Mathematics Education Department, College of Teacher Education, Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines; balov@cnu.edu.ph
2.
Science Education Department, College of Teacher Education, Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines; sanchezj@cnu.edu.ph

Academic Editor: Feng-Kuang Chiang

Received: 01 June 2024 Revised: 25 December 2024 Accepted: 01 January 2025 Published: 14 January 2025

Modules are instructional materials used in flexible STEM education. With this, the Plan-Do-Study-Act action research model was employed to design, implement, and evaluate a self-learning module on Assessment in Learning (ASL) 2 for preservice teachers. Three education experts validated the ASL 2 module during the design phase. The Math and Science preservice teachers (N = 95) used and rated the validated module utilizing a pretest/posttest exam, survey questionnaire, and open-ended questions. The findings revealed that ASL 2 adhered to the prescribed module structure, format, and relevant outcomes-based education (OBE), technological, pedagogical, and content knowledge (TPACK), universal design for learning (UDL), and inclusivity frameworks. The preservice teachers had significant learning gains in assessment in four ASL chapters and provided positive perceptions and feedback regarding the module. Hence, the ASL module is a valid, practical, and effective instructional tool, particularly in flexible STEM education. The second cycle of the PDSA model, considering other learning outcomes and specializations, is recommended to be implemented in other teacher education institutions.
- assessment in learning 2,
- module,
- flexible learning,
- STEM education
Citation: Vincent Theodore M. Balo, Joje Mar P. Sanchez. Evaluation of educational assessment module for flexible STEM education[J]. STEM Education, 2025, 5(1): 130-151. doi: 10.3934/steme.2025007

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Abstract

Modules are instructional materials used in flexible STEM education. With this, the Plan-Do-Study-Act action research model was employed to design, implement, and evaluate a self-learning module on Assessment in Learning (ASL) 2 for preservice teachers. Three education experts validated the ASL 2 module during the design phase. The Math and Science preservice teachers (N = 95) used and rated the validated module utilizing a pretest/posttest exam, survey questionnaire, and open-ended questions. The findings revealed that ASL 2 adhered to the prescribed module structure, format, and relevant outcomes-based education (OBE), technological, pedagogical, and content knowledge (TPACK), universal design for learning (UDL), and inclusivity frameworks. The preservice teachers had significant learning gains in assessment in four ASL chapters and provided positive perceptions and feedback regarding the module. Hence, the ASL module is a valid, practical, and effective instructional tool, particularly in flexible STEM education. The second cycle of the PDSA model, considering other learning outcomes and specializations, is recommended to be implemented in other teacher education institutions.

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Author's biography Dr. Vincent Theodore M. Balo obtained his master's in Mathematics from the University of San Carlos and his doctorate in Development Education from Cebu Technological University. He is currently a faculty member of the College of Teacher Education (CTE) of Cebu Normal University (CNU), serving as an online platform administrator. Dr. Balo has published research and is an ICT and mathematics education expert. He is a member of the State Universities and Colleges Teacher Educators Association (SUCTEA) and the Philippine Association for Teacher Education (PAFTE); Dr. Joje Mar P. Sanchez earned his doctorate in Science Education at CNU. He is currently a faculty member of the CTE in the same university. Dr. Sanchez has published research and expertise in chemistry/physics education, environmental education, educational data mining, and science investigatory project instruction. He is a member of SUCTEA, PAFTE, and the Philippine Association of Chemistry Teachers (PACT)

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