Developing STEAM educators’ proficiency scoring framework

Authors:
Caesar P. Palisoc¹ , Marie Paz E. Morales¹, Ruel A. Avilla², Thaddeus Owen Ayuste², Benilda Ramos-Butron² and Nica A. Casilla^3
1Graduate Teacher Education Faculty, College of Graduate Studies and Teacher Education Research, Philippine Normal University Manila 1000, Philippines
²Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University Manila 1000, Philippines
³Publication Office, Philippine Normal University Manila 1000, Philippines

ABSTRACT
The study aimed to develop the scoring framework for the selfrating proficiency indicators for Philippine STEAM educators. The study further sought to design mathematical framework and program for scoring STEAM educators’ proficiency and validate the designed scoring program. About 1507 responses from the self-rating STEAM proficiency tool were used to undergo the three tier quantitative and qualitative validation. Mathematical equations were derived to direct the development of the scoring programs using Microsoft Excel and Fortran. Results show an agreement between the proficiency profiles generated from the Microsoft Excel and Fortran program. Using the online survey and the classroom observation rating, proficiencies were compared as determined through the Fortran program of the predetermined career stage (distinguished, highly proficient, proficient, beginner). Lastly, qualitative validation was performed by comparing the generated codes in the interview transcripts and observation notes and the attributes in the PPST domains and TPACK dimensions. Qualitative validation indicates that the occurrences of the indicators in the interview and classroom observation matched with the expected attributes per career stage as per the PPST. This indicates that the validation of the scoring system developed for the online survey generate the STEAM educator proficiency. Further, the scope of the
scoring framework developed is universal and may be adapted to suit any local setting. However, increasing the number of interviews and classroom observations to 10% of the sample population of teachers will produce a robust scoring program.

Keywords: STEAM education, TPACK dimension, PPST domain, STEAM educators’ proficiency, STEAM proficiency scoring program

How to cite:
Palisoc CP, Morales MPE, Avilla RA, Ayuste TO, Butron BR and Casilla NA. 2020. Developing STEAM educators’ proficiency scoring framework. The Palawan Scientist, 12: 20-42. https://doi.org/10.69721/TPS.J.2020.12.1.02

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License