Abstract:

The taxonomic approach appeared into pedagogy theory and practice in the middle of the 20th century and proved its effectiveness in terms of constructing goals and evaluating learning outcomes. The advantage of this approach is that it enables the hierarchical structuring of goals in various aspects of educational development, resp. for systematic and objective tracking of the achievements of each student. In addition, taxonomies make it possible to develop goals for different types of instruction to measurement the achievement of learning-specific outcomes.

With the establishment of STEM as an alternative educational approach, the problem of objective and reliable assessment of the results of this type of education is increasingly being discussed. The outcomes of STEM education are generally defined as STEM competencies. STEM competencies are a holistic and balanced set of academic competencies in the field of mathematics, natural sciences and technology, from one hand, and from the other – key transversal and personal competencies. A major problem in the measurement of STEM competencies is the variety of practical models that integrate different aspects of STEM competencies. Deficits in theory and practice arise from the need the evaluation to correspond to the fundamental educational goals of the respective educational system, and – at the same time, to be consistent with both the STEM concept and a specific STEM practice.

The study presents a taxonomic framework that systematizes in a hierarchical order the achievement of STEM competence. The taxonomic framework was developed through a theoretical study that was implemented in two stages. In the first stage, a systematic theoretical analysis of data sources of research, practices, and experience in developing and applying taxonomies in education was made. A standard for structuring taxonomic categories has been derived. In the second stage, specific outcomes of STEM education were identified and systematized. Based on the derived standard, a taxonomic framework was constructed that reflects the levels of STEM competencies.

The taxonomic framework is documented in detail. The approach to constructing the categories and sub-categories of competences, and their main characteristics is explained. The upgraded value of each taxonomical construct compared to existing interpretations, the benefits for STEM education, reflected as added value to the overall educational development of the student are outlined. The taxonomic framework is a basis for building a flexible system of criteria and indicators to develop adaptive methodological tools for measuring STEM competencies.

Keywords:

STEM competencies, taxonomic framework, STEM assessment.