STEM-Score Diagnostic:
Cognitive Skills Measured
Spatial Ability
Spatial ability has been long recognized as an important factor and/or correlate of long- term success in the Science, Technology, Engineering, and Math domains (Wai, et al., 2009; Webb et al., 2007; Casey et al., 1995). The spatial ability portion of the web-based STEM-Score™ Assessment (developed by Paul de Gennaro, PhD) consists of a multiple choice, speed test format that students can complete at any school or home
site with internet access.
Spatial ability has been long recognized as an important factor and/or correlate of long- term success in the Science, Technology, Engineering, and Math domains (Wai, et al., 2009; Webb et al., 2007; Casey et al., 1995). The spatial ability portion of the web-based STEM-Score™ Assessment (developed by Paul de Gennaro, PhD) consists of a multiple choice, speed test format that students can complete at any school or home
site with internet access.
Proportional Reasoning
Proportional reasoning has long been recognized in the developmental and educational
literature as a core cognitive form of constructing relations from the qualitative
(e.g., a thinner/longer equals a fatter/shorter rectangle) to the quantitative
(e.g., a 5oz weight 4in from the fulcrum of a beam balance a 10oz weight 2 in from the fulcrum). Such proportional reasoning is often central to the understanding of, and calculating in, domains of knowledge ranging from arithmetic (e.g., fractional ratios) to physical (e.g., spatial area relations between rectangles and causal balancing relations between weight and distance) (Fuson & Abrahamson, 2005; Lesh, Post, and Behr, 1988).
Proportional reasoning abilities are also measured as part of the web-based STEM-Score™ Assessment,
through the use of nonverbal questions reflecting traditional task stimuli relating to both direct and
indirect proportions. This subtest was again designed employing a multiple-choice format, and limited
to verbal instructions at the introduction and not with any of the question stimuli specifically.
Proportional reasoning has long been recognized in the developmental and educational
literature as a core cognitive form of constructing relations from the qualitative
(e.g., a thinner/longer equals a fatter/shorter rectangle) to the quantitative
(e.g., a 5oz weight 4in from the fulcrum of a beam balance a 10oz weight 2 in from the fulcrum). Such proportional reasoning is often central to the understanding of, and calculating in, domains of knowledge ranging from arithmetic (e.g., fractional ratios) to physical (e.g., spatial area relations between rectangles and causal balancing relations between weight and distance) (Fuson & Abrahamson, 2005; Lesh, Post, and Behr, 1988).
Proportional reasoning abilities are also measured as part of the web-based STEM-Score™ Assessment,
through the use of nonverbal questions reflecting traditional task stimuli relating to both direct and
indirect proportions. This subtest was again designed employing a multiple-choice format, and limited
to verbal instructions at the introduction and not with any of the question stimuli specifically.
Pitch Pattern Perception
Success in Science and Allied Health courses are largely dependent upon a command of scientific language, which is of course Latin based, by virtue of it’s beginnings. Posedel, et al., (2011) found pitch perception to be a significant predictor of word pronunciation performance in learning a second language, and Comeau et al., (1999) found that phonological awareness skills actually transfer across alphabetic languages. Therefore, regardless of English assessment scores, students with significant phonemic or phonological difficulties may have to make much greater efforts (than their more skilled counterparts) to learn correct pronunciation and spelling of newly introduced science course content.
This skill is also measured by the web-based STEM-Score ™ Assessment, based on a growing body of research supporting a correlation between pitch test performance and phonological and/or phonemic awareness assessment performance (Jones, et al., 2010). The stimuli are sample note sequences of very short duration (2-3 seconds), played in pairs. The students/participants are to determine whether the paired melodies are exactly the same, or differ in their tonal pattern. Ability to distinguish these patterns has been implicated as a correlate to language processing (Jones et al., 2009; Skipper, et al., 2007), from both a developmental perspective and in the acquisition of a new language (scientific terminology, in this instance).
Success in Science and Allied Health courses are largely dependent upon a command of scientific language, which is of course Latin based, by virtue of it’s beginnings. Posedel, et al., (2011) found pitch perception to be a significant predictor of word pronunciation performance in learning a second language, and Comeau et al., (1999) found that phonological awareness skills actually transfer across alphabetic languages. Therefore, regardless of English assessment scores, students with significant phonemic or phonological difficulties may have to make much greater efforts (than their more skilled counterparts) to learn correct pronunciation and spelling of newly introduced science course content.
This skill is also measured by the web-based STEM-Score ™ Assessment, based on a growing body of research supporting a correlation between pitch test performance and phonological and/or phonemic awareness assessment performance (Jones, et al., 2010). The stimuli are sample note sequences of very short duration (2-3 seconds), played in pairs. The students/participants are to determine whether the paired melodies are exactly the same, or differ in their tonal pattern. Ability to distinguish these patterns has been implicated as a correlate to language processing (Jones et al., 2009; Skipper, et al., 2007), from both a developmental perspective and in the acquisition of a new language (scientific terminology, in this instance).
*Assessment to Determine Students' Abilities
The STEM-Score assessment is web-based and therefore only requires a computer, internet access, and headphones. Students are typically administered the assessment in a computer lab setting requiring 35-45 total minutes (varies by student of course). Due to the proprietary nature of the assessment, as well as protection of student personal identifiers, user ID's and passwords are required and assigned to each individual student upon login.
The STEM-Score assessment is web-based and therefore only requires a computer, internet access, and headphones. Students are typically administered the assessment in a computer lab setting requiring 35-45 total minutes (varies by student of course). Due to the proprietary nature of the assessment, as well as protection of student personal identifiers, user ID's and passwords are required and assigned to each individual student upon login.