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.
References
Adebusuyi, O. F., Bamidele, E. F., & Adebusuyi, A. S. (2022). The role of knowledge and epistemological beliefs in chemistry teachers STEM professional development and instructional practices: Examination of STEM-integrated classrooms. European Journal of Science and Mathematics Education, 10(2), 243–255. https://doi.org/10.30935/scimath/11799
Al Sabbah, S., Almomani, J., Drawish, A., & Fares, N. (2022). Traditional versus authentic assessments in higher education. Pegem Journal of Education and Instruction, 12(1), 283–291. https://doi.org/10.47750/pegegog.12.01.29
Alhashem, F., & Alfailakawi, A. (2023). Technology-enhanced learning through virtual laboratories in chemistry education. Contemporary Educational Technology, 15(4), ep474. https://doi.org/10.30935/cedtech/13739
Alt, D., & Raichel, N. (2022). Problem-based learning, self- and peer assessment in higher education: Towards advancing lifelong learning skills. Research Papers in Education, 37(3), 370–394. https://doi.org/10.1080/02671522.2020.1849371
Alves, T., Sousa, F., Gama, S., Jorge, J., & Gonçalves, D. (2024). How personality traits affect peer assessment in distance learning. Technology, Knowledge and Learning, 29(1), 371–396. https://doi.org/10.1007/s10758-023-09694-Arantes do Amaral, J. A., Meister, I. P., Sperduti Lima, V., & Grinevicius Garbe, G. (2023). Using competition to improve students’ learning in a project-based learning course. Journal of Problem Based Learning in Higher Education, 11(3), 1–24. https://doi.org/10.54337/ojs.jpblhe.v11i3.7514
Asante, G. (2023). Knowledge and practices of authentic assessment in Junior High Schools. Open Access Library Journal, 10(05), 1–14. https://doi.org/10.4236/oalib.1110123
Aziz, M. N. A., Yusoff, N. M., & Yaakob, M. F. M. (2020). Challenges in using authentic assessment in 21st century ESL classrooms. International Journal of Evaluation and Research in Education, 9(3), 759–768. https://doi.org/10.11591/ijere.v9i3.20546
Bozkurt, M., & Ozturk, F. (2022). Qualitative research in social sciences: A research profiling study. Educational Policy Analysis and Strategic Research, 17(1), 247–277. https://doi.org/10.29329/epasr.2022.248.
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-
Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654. https://doi.org/10.1080/13645579.2020.1805550
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032
Carley, K. (1990). Content analysis. The Encyclopaedia of Language and Linguistics, 2, 725–730.
Chang, Y., Choi, J., & Şen-Akbulut, M. (2024). Undergraduate students’ engagement in project-based learning with an authentic context. Education Sciences, 14(2), 168. https://doi.org/10.3390/educsci14020168
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE.
Denzin, N. K. (1989). The research act: A theoretical introduction to sociological methods (3rd ed.). Prentice Hall.
Du, W., Liu, D., Johnson, C. C., Sondergeld, T. A., Bolshakova, V. L. J., & Moore, T. J. (2018). The impact of integrated STEM professional development on teacher quality. School Science and Mathematics, 119(2), 105–114. https://doi.org/10.1111/ssm.12318
Fadillah, S. M., & Ha, M. (2024). Using rubrics to enhance accuracy of peer assessment and self-judgment in biology learning. Asia-Pacific Science Education, 10(2), 265–288. https://doi.org/10.1163/23641177-bja10080
Friench, D., Rhew, B., Hauze, S., & Dorsey, S. (2023). Using ePortfolios as an authentic assessment tool for integrated STEM professional development. Contemporary Issues in Technology and Teacher Education, 23(1), 84–102.
Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7, 24. https://doi.org/10.1186/ s40594-020-00225-
Giac, C. C., An, D. T. T., Hiep, L. T. T., Hoang, L. H., & Duc, N. M. (2024). Organizing activities for students of chemistry pedagogy to research according to the CDIO approach in Vietnam. Journal of Education and E-Learning Research, 11(2), 253–262. https://doi.org/10.20448/jeelr.v11i2. 5451
Gladwell, M. (2008). Outliers: The story of success. Little, Brown and Company.
Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
Hadibarata, T., Hidayat, T., & Kwabena, J. (2024). The use of scoring rubrics in university. Acta Pedagogia Asiana, 3(1), 1–12. https://doi.org/10.53623/apga.v3i1.312
Hussin, M., Said, M. S., Mohd Norowi, N., Husin, N. A., & Mustaffa, M. R. (2021). Authentic assessment for affective domain through student participant in community services. Asia-Pacific Journal of Information Technology and Multimedia, 10(01), 52–62. https://doi.org/10.17576/apjitm-20211001-
Ijirana, I., Aminah, S., Supriadi, S., & Magfirah, M. (2022). Critical thinking skills of chemistry education students in team project-based STEM-metacognitive skills learning during the Covid19 pandemic. Journal of Technology and Science Education, 12(2), 397–409. https://doi.org/10.3926/jotse.1697
Johnson, C. E., Weerasuria, M. P., & Keating, J. L. (2020). Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: A systematic review and meta-analysis. BMJ Open, 10(3), e030672. https://doi.org/10.1136/bmjopen-2019-030672
Kallarackal, A. J. (2023). Benefits of using the invertebrate model organism C. elegans in an inquiry-based laboratory activity. Teaching of Psychology, 50(1), 26–31. https://doi.org/10.1177/009862832 11029649
Karim, A. A., Abduh, A., Manda, D., & Yunus, M. (2018). The effectivity of authentic assessment based character education evaluation model. TEM Journal, 7(3), 495–500. https://doi.org/10.18421/ TEM73-
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. https://doi.org/10.1186/s40594-016-0046-z
Kriswantoro, Kartowagiran, B., & Rohaeti, E. (2021). A critical thinking assessment model integrated with science process skills on chemistry for Senior High School. European Journal of Educational Research, 10(1), 285–298. https://doi.org/10.12973/eu-jer.10.1.285
Li, N. (2023). Research on the cultivation of students’ independent learning ability. Adult and Higher Education, 5(19), 49–54. https://doi.org/10.23977/aduhe.2023.051906 Martín‐Páez, T., Aguilera, D., Perales‐Palacios, F. J., & Vílchez‐González, J. M. (2019). What are we talking about when we talk about STEM education? A review of literature. Science Education, 103(4), 799–822. https://doi.org/10.1002/sce.21522
McNay, I. (2007). Values, principles and integrity: Academic and professional standards in higher education. Higher Education Management and Policy, 19(3), 34–57.
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Ministry of Education Malaysia.
Ministry of Higher Education Malaysia. (2026). Malaysia Higher Education Blueprint 2026-2035.
Nadelson, L. S., & Seifert, A. L. (2017). Integrated STEM defined: Contexts, challenges, and the future. The Journal of Educational Research, 110(3), 221–223. https://doi.org/10.1080/00220671.2017. 1289775
Nahadi, Purnawarman, P., & Siswaningsih, W. (2021). Development of an electronic portfolio assessment model in learning chemistry to develop the habits of mind and reasoning of Indonesian students. Journal of Physics: Conference Series, 1788(1). https://doi.org/10.1088/1742-6596/1788/1/012034 Nawawi, N. M., Sout, N. M., Hassan, K. B., Samah, N. N. A., Kamaruddin, H. H., Khalid, R. M., & Azman,
H. H. (2021). The perception of pre-university students on STEM. Journal of Physics: Conference Series, 1882(1), 012155. https://doi.org/10.1088/1742-6596/1882/1/012155 Özkul, H., & Özden, M. (2020). Investigation of the effects of engineering-oriented STEM integration activities on scientific process skills and STEM career interests: A mixed methods study.
Education and Science, 45(204), 41-63. https://doi.org/10.15390/EB.2020.8870
Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(1), 9. https://doi.org/10.1186/s40594-020-00208-
Roberts, T., Maiorca, C., Jackson, C., & Mohr-Schroeder, M. (2022). Integrated STEM as problem-solving practices. Investigations in Mathematics Learning, 14(1), 1–13. https://doi.org/10.1080/1947 7503.2021.2024721
Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. (2024). Feedback in higher education: Aligning academic intent and student sensemaking. Teaching in Higher Education, 29(4), 860–875. https://doi.org/10.1080/13562517.2022.2029394
Shafiyeva, U. (2021). Assessing students’ minds: Developing critical thinking or fitting into procrustean bed. European Journal of Education, 4(2), 78–91. https://doi.org/10.26417/452bxv17s
Shankar, N., Fathima, F. N., & Lakshmi, T. A. (2023). Assessment of attitudes, ethics and communication skills in a competency-based undergraduate medical curriculum. South-East Asian Journal of Medical Education, 17(1), 4–11. https://doi.org/10.4038/seajme.v17i1.544
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
Shidiq, A. S., Permanasari, A., & Hernani. (2020). Chemistry teacher’s perception toward STEM learning. Proceedings of the 2020 International Conference on Education Development and Studies, 40–43. https://doi.org/10.1145/3392305.3396901
Sırakaya, M., & Alsancak Sırakaya, D. (2022). Augmented reality in STEM education: A systematic review. Interactive Learning Environments, 30(8), 1556–1569. https://doi.org/10.1080/ 10494820.2020.1722713
StudyMalaysia. (2017). Study in Malaysia handbook (10th ed.). Challenger Concept (M) Sdn Bhd.
Sutadji, E., Susilo, H., Wibawa, A. P., Jabari, N. A. M., & Rohmad, S. N. (2021). Authentic assessment implementation in natural and social science. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090534
Syafdaningsih, & Suningsih, T. (2020). Development of authentic assessment model in the field of mathematic for early childhood in Palembang City. Journal of Physics: Conference Series, 1480(1). https://doi.org/10.1088/1742-6596/1480/1/012077
Sysoyev, P. V. (2024). Ethics and AI-plagiarism in an academic environment: Students’ understanding of compliance with author’s ethics and the problem of plagiarism in the process of interaction with generative artificial intelligence. Vysshee Obrazovanie v Rossii = Higher Education in Russia, 33(2), 31–53. https://doi.org/10.31992/0869-3617-2024-33-2-31-53 Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., Boeve-de Pauw, J., Dehaene, W., Deprez, J., De Cock, M., Hellinckx, L., Knipprath, H., Langie, G., Struyven, K.,
Van de Velde, D., Van Petegem, P., & Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3(1), 1–12. https://doi.org/10.20897/ejsteme/85525
van Teijlingen, E., & Hundley, V. (2002). The importance of pilot studies. Nursing Standard, 16(40), 33–36. https://doi.org/10.7748/ns2002.06.16.40.33.c3214
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: Creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840–854. https://doi.org/10.1080/02602938.2017.1412396
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wahyuni, S., Ikashaum, F., Wulantina, E., Mustika, J., & Putri, L. M. (2022). Development of authentic assessment models in research methods courses. Proceedings of the Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021), 98–102. https://doi.org/10.2991/assehr.k.211229. Wan Yusof, W. R., Kimi, M., Wan Zullkiplee, W. S. H., Zailani, M. A., Shahabudin, M., Ismail, A. A.-H.,
Abd. Aziz Abdullah, S. M., Ismail, I. N. A., & Raja Gopal, D. J. (2022). Assessment of practical and scientific writing skills for pre-university students through project-based learning. Journal of Chemical Education, 99(2), 715–722. https://doi.org/10.1021/acs.jchemed.1c00843
Widana, I. W., Sopandi, A. T., & Suwardika, G. (2021). Development of an authentic assessment model in mathematics learning: A science, technology, engineering, and mathematics (STEM) approach. Indonesian Research Journal in Education |IRJE|, 5(1), 192–209. https://doi.org/10.22437/irje.v5i1.12992
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass Publishers.
Williams, N. D., Gallardo-Williams, M. T., Griffith, E. H., & Bretz, S. L. (2022). Investigating meaningful learning in virtual reality organic chemistry laboratories. Journal of Chemical Education, 99(2), 1100–1105. https://doi.org/10.1021/acs.jchemed.1c00476
Published
Issue
Section
How to Cite
Research impact
Harvested 2026-09-06Counts differ between services because each indexes a different body of literature. None of them is the whole picture.
