Designing and Teaching Transdisciplinary STEAM Curriculum Using Authentic Assessment in Online Learning

Research Article

Abstract

This study investigates teachers’ perceptions and practices of designing and teaching transdisciplinary STEAM curriculum using authentic assessment online. The backward design of aligning transdisciplinary STEAM curriculum to authentic assessment and learning domains (cognitive, psychomotor, and affective) is used as a conceptual framework that guided this study. The participants are middle and high school teachers (n = 37) in a private school in the United Arab Emirates UAE. An exploratory mixed-method design was used in this study. The document analysis is used to collect the qualitative data, while the teachers’ questionnaire is used to manage the quantitative data using descriptive statistics. The study results reveal that teachers’ perceptions and practices were positive due to using authentic assessment with transdisciplinary STEAM curriculum and its impact on students’ learning.