Abstract:

Over the past decade, the drive to enhance the quality of education in science, mathematics, and technology has led to the formation of the concept of STEM. Various definitions have emerged to capture the ideas and purpose of STEM education in its different forms. STEM strategies have become a top priority for educational policies, with the development of STEM competencies starting at an early age [1].
The aim of this paper is to present different viewpoints and interpretations of the STEM approach, outline specific STEM competencies relevant to primary school education, and establish criteria and indicators for assessment purposes.
The methodology employed in this pedagogical research involves the following methods:
- theoretical study;
- observational monitoring;
- formulation of hypotheses;
- experimentation;
- hypothesis validation or refutation.

The STEM concept is based on an interdisciplinary approach, aimed at integrating science, technology, engineering and mathematical subjects into an educational project. Its goal is to prepare students for modern society's challenges and the multidisciplinary nature of various professions.
STEM education is defined as a purposeful combination of scientific, technological, engineering and mathematical concepts and approaches [2]. According to another definition, STEM education focuses on the development of 21st century skills, which include knowledge of science, technology, engineering and mathematics [3].
STEM education is a multidisciplinary approach that aims to develop students' skills through problem-based learning. Students are presented with real-world problems that require them to apply their knowledge across multiple academic disciplines. This approach goes beyond traditional education as it allows students to build their concepts and problem-solving skills. In STEM education, teachers are not only responsible for providing subject-specific content, and students are not limited to acquiring and reproducing specific knowledge. To ensure the success of this new educational paradigm, it is crucial to define new roles and activities and their practical applications.
The implementation of STEM in the classroom can be challenging due to several factors, such as the way the educational situation is structured, the availability of materials and resources, the teacher's preparation, and the lack of specific assessment criteria. Traditional assessment methods may not be suitable for evaluating STEM competencies.

The conclusions drawn from the conducted pedagogical research are aimed at:
- recognizing the need to establish age-appropriate criteria and indicators to assess students' progress in forming STEM competencies;
- organizing STEM tasks and projects in a manner that cultivates specific competencies with measurable levels of achievement;
- formulating criteria and indicators for assessing STEM competencies within each educational project or for a particular educational stage;
- emphasizing the interdisciplinary nature when designing STEM tasks and projects, while focusing on the ability to apply acquired knowledge to solve specific problems;
- acknowledging the challenge in deriving criteria and indicators to evaluate creativity, while also encouraging teachers to foster and embrace creative expressions in students.

Keywords:

STEM, assessment, key competencies, team tasks, project work.