Preservice mathematics teacher experiences and insights into integrated STEM assessment design challenges

Designing effective assessments in STEM-integrated mathematics education is a vital yet insufficiently developed skill among pre-service teachers (PSTs). This study uses a sequential explanatory mixed-methods approach to explore specific challenges faced by 56 PSTs enrolled in a STEM Education course at an Indonesian state university. Quantitative data were gathered through the STEM Challenges in Assessment Scale (SCiAS), while qualitative insight obtained through semi-structured interviews with six intentionally selected participants. Quantitative results show that Authentic Assessment was the most difficult area, followed by Equity and Diversity, and Clarity of Learning Objectives; 37.5% of participants experienced high difficulty overall. All six domains were rated as moderate to high in perceived difficulty, with 69.6% of PSTs reporting significant challenges, especially in assessment planning. Thematic analysis of interview data identified nine categories of challenges; assessment design and interdisciplinary integration were the most prominent. Combining quantitative and qualitative data revealed strong agreement on assessment design difficulties but also notable differences concerning technology use, where survey scores underestimated the pedagogical complexity described in interviews. These findings highlight systemic gaps in PST training, particularly in applying backward design, integrating pedagogical content knowledge, and developing assessment literacy in STEM contexts. Teacher education programs should incorporate scaffolded, authentic STEM assessment experiences throughout the curriculum rather than isolating them in a single course.