Invention Education (IvE), a form of problem-based learning, presents new challenges for educational assessments in public schooling because traditional assessments were designed to evaluate learning in singular disciplines. This study explores the challenges and possibilities for assessing new knowledge and capabilities acquired through students’ engagement with multiple disciplines through IvE. Guided by constructivist and sociocultural theories, as well as an understanding of IvE principles and practices derived from the literature on IvE, we examine the phases of work within a national IvE
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