Assessments need to demonstrate that students have achieved the intended outcomes as anticipated. For students to succeed, they also need to be assessed in ways that support their learning and for tasks to be structured in a way that is ongoing, so they can learn and grow from the feedback. Thus, assessment is meant to be more than an exam or an assignment that is given at the end of the unit. An integrated STEM project draws upon multiple disciplines. This chapter is about assessment, project based-learning, integrated STEM, the Australian Curriculum and the connections between them. It also raises some of the issues and challenges that have been highlighted in the literature on these areas. The chapter also focuses on how diagnostic, formative and summative assessments can be administered. Connections are made between these assessment strategies and how they can be situated in some of the projects that are presented in this book. The chapter also presents some suggestions on how the General Capabilities of the Australian Curriculum can be incorporated into integrated STEM projects.
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