EXPERT INSIGHTS INTO CRITERIA FOR STEM-BASED AUTHENTIC ASSESSMENT IN CHEMISTRY
DOI:
https://doi.org/10.32890/mjli2026.23.2.1Keywords:
authentic assessment criteria, Chemistry education, expert insights, STEM, pre-university, realworld applicationsAbstract
Purpose – Although STEM education and authentic assessment have been widely researched, the criteria for authentic assessments in Chemistry, particularly at the Malaysian pre-university level, remain underexplored. This study explores experts’ insights into the criteria for STEM-based authentic assessments in Chemistry that support student learning in the Malaysian pre-university context.
Methodology – A qualitative approach was employed, and a critical review of 50 journal articles was conducted to identify preliminary constructs for developing the criteria for STEM-based authentic assessments in Chemistry. Interviews with nine experts specialising in Chemistry, STEM, and assessment provided the data which were subsequently analysed thematically using Atlas.ti 9 software to establish the criteria for STEM-based authentic assessments in Chemistry.
Findings – Data from the experts revealed that the criteria of STEM-based authentic assessments in Chemistry include real-world applications, interdisciplinary learning, holistic skills development, the use of rubrics, and active learning processes. The findings highlight the importance of aligning assessments with learning objectives that cover cognitive, affective, and psychomotor domains through innovative approaches such as project-oriented problem-based learning and the integration of digital tools.
Novelty – This study contributes to establishing the criteria for STEM-based authentic assessments in Chemistry at the Malaysian pre-university level through expert interviews and critical literature analysis, integrating holistic skills development, interdisciplinary learning, and real-world applications into assessment design.
Significance – This study provides guidelines for educators, curriculum designers, and assessment practitioners in designing STEM-based authentic assessments in Chemistry, equipping students with real-world skills, and aligning national education policies with 21st-century skill demands.
