Abstract:

This article shares experience related to students' assessment of STEM education at English Language School “Geo Milev“, Ruse, Bulgaria. Observing students (and their parents) motivation and commitment is one of many indicators of success for a STEM club. The tools provided in the development are easy to use and can provide rapid feedback to students and measure their effectiveness. They are intended to be ancillary tools for collecting data for the club, for its progress, for evaluating its development and for planning its next goals. STEM training was conducted with a total of 7 groups of students aged 14 to 17 years. The study covers a period of several months. The classes are in groups for optional training in information and communication technologies. In this case, standard methods for assessing progress are not applicable. There are no tests or control tasks. The teacher enters a new role - mentor and facilitator. The main approach in training is project training. Therefore, the development pays particular attention to the formulation of the task, the study of student progress and the evaluation of teamwork. STEM clubs and optional STEM training groups are a free space for extracurricular training. In them, students acquire and master competences in science, technology, engineering and mathematics. The teacher designs the design of this type of training as a mentor and facilitator and works in an environment other than traditional formal learning spaces.

Keywords:

STEM learning, optional STEM training, facilitator, project-based learning.