How Can We Best Assess Spatial Skills? Practical and Conceptual Challenges

Area of Science:

• Cognitive Psychology
• Educational Psychology
• STEM Education

Background:

• Spatial thinking skills are vital for success in science, technology, engineering, and mathematics (STEM).
• Current spatial tests face challenges including limited accessibility, lack of psychometric data, and inconsistent construct measurement.
• Existing assessments may not cover all STEM-relevant spatial skills or be suitable for all age groups.

Purpose of the Study:

• To identify and delineate the problems associated with current spatial assessment tools.
• To propose a roadmap for developing improved spatial testing systems and resources.
• To facilitate research and education in spatial thinking within STEM disciplines.

Main Methods:

• Conducted structured and open-ended interviews with colleagues.
• Administered surveys to gather information on spatial testing challenges.
• Analyzed existing literature and identified gaps in spatial assessment.

Main Results:

• Identified significant issues with the accessibility, validity, and norming of existing spatial tests.
• Highlighted disagreements on what specific spatial constructs different tests measure.
• Confirmed the inadequacy of current tests for certain STEM-relevant spatial skills and age ranges.

Conclusions:

• Addressing the limitations of current spatial tests is essential for advancing STEM education and research.
• Developing shared, internet-based testing systems and incorporating technologies like virtual reality can improve spatial skill assessment.
• A comprehensive bank of testing resources will support researchers and educators in understanding and fostering spatial thinking.