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.

Stephanie Couch1, Leigh B. Estabrooks1, and Audra Skukauskaite2 1 Lemelson-MIT Program, School of Engineering, Massachusetts Institute of Technology, Cambridge, MA, USA 2 Academic Research Consulting, San Antonio, TX, USA Technology and Innovation, Vol. 19, pp. 735-749, 2018 Printed in the USA. All rights reserved. Copyright © 2018 National Academy of Inventors. ISSN 1949-8241 • E-ISSN 1949-825X http://dx.doi.org/10.21300/19.4.2018.735 www.technologyandinnovation.org _____________________ Accepted: March 1, 2018.

Invention education is an emerging field that shows promise for fostering  equitable student engagement, especially related to STEAM, in both classroom and informal learning. A central concept for practitioners, researchers, and evaluators, is that student engagement connects with academic, socioemotional, career, and civic success. Nonetheless, more work is needed to ensure more equitable approaches to educational design for student engagement, especially with youth of one or more minoritized identity markers.

Invention education is an emerging field that shows promise for fostering  equitable student engagement, especially related to disciplines of science, technology, engineering, arts, and mathematics (STEAM), in both classroom and informal learning. A central concept for practitioners, researchers, and evaluators, student engagement connects with academic, socioemotional, career, and civic success.

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