Traffic Light Tiered Assessment: An example from STEM

Abstract

With rapid changes in the world, educational systems for the 21st century need to adapt by not just teaching any subjects by utilizing any approaches to students. The significant changes affect school curricula, which require more inclusive and diverse approaches for students. Based on these changes, and additionally, in reviewing the results of PISA and TIMMS; OECD Future of Education and Skills 2030: OECD Learning Compass 2030; Bahrain SDGs 2030; and 2022 CAEP standards, teachers should know how students differ in their approaches to learning and create instructional opportunities to provide equitable and inclusive learning experiences for all students. The authors are inspired to develop a traffic light colored tiered assessment in STEM using traffic light colors: green (tier 1), yellow (tier 2), and red (tier 3). In this study, we reviewed several types of tiered assessment integration in different fields such as math and science, to develop a model for tiered assessment using traffic light colors in STEM, in accordance with the available models and practices in different fields. In this paper, the traffic light colored tiered assessment provides some examples in the STEM curriculum as a guide to help further developments of these kinds of questions. Additionally, this paper attempts to provide guidance on how to write traffic-colored tiered questions in STEM to demonstrate how students can be inclusive in assessment. Furthermore, this paper recommends increasing the number of traffic light-colored tiered assessments in STEM to support classes in being more inclusive and differentiated.

Keywords

• Colors
• colored tiered assessment
• differentiation
• STEM
• tiered assessment

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