#1127: Assessing Interdisciplinary Learning in STEAM Education: A Critical Narrative Review

Interdisciplinary STEAM education increasingly emphasizes integration across disciplines, yet learning assessment has been focused on measuring discrete knowledge outcomes rather than integration processes. This theoretical paper examines assessment approaches in interdisciplinary STEAM and higher education, revealing gaps between educational goals and assessment methods. Through a critical narrative review, we identify three major approaches (objective tests, questionnaires, and performance-based assessments) and analyze their limitations for capturing integration dynamics. Drawing on Actor-Network Theory (ANT), we provide a theoretical perspective for understanding interdisciplinary learning as emergent phenomena arising from human and non-human actor interactions. ANT's translation concept offers a lens for making visible the mechanisms through which learners negotiate meanings and construct new understandings across disciplinary boundaries, contributing toward more equitable and theoretically grounded assessment practices.