Tzu-Hua Wang, Ence Surahman
Studies on assessment for STEM learning practices have reported several forms of meaningful assessment, however, few systematic reviews have evaluated assessment trends in K–12 context. Hence, in this study, assessment practices in K-12 STEM education were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. A total of 56 empirical research articles published between 2013 and 2025 on the Web of Science were carefully selected. Notable trends were observed in the research context, educational grade levels, course subjects, assessment methods and objectives, research methods, sample size, findings, and future research directions reported in the included studies. Reported assessment methods included surveys, questionnaires, examinations, and peer-based, authentic, and game-based assessments. Overall, the findings offer insights for K-12 STEM educators regarding the development of appropriate assessment methods tailored to the unique requirements of each STEM field. © 2026 Informa UK Limited, trading as Taylor & Francis Group.
Department of Education and Learning Technology, College of Education, National Tsing Hua University, Hsinchu, Taiwan; Department of Educational Technology, Faculty of Education, State University of Malang, East Java, Indonesia
