A Focused look at spatial assessment in Technology & Engineering education

Abstract

This systematic scoping review examines the application of spatial assessment tools within Technology and Engineering (T& E) education, evaluating their capacity to capture the multifaceted nature of spatial reasoning required in these domains. The analysis reveals a predominant reliance on standardised instruments that assess isolated spatial abilities, thereby neglecting broader competencies such as large-scale and embodied spatial reasoning fundamental to T& E practice. Furthermore, the review identifies persistent gender-related disparities and structural biases embedded within current assessment frameworks, which may perpetuate inequities and constrain participation among underrepresented groups, particularly women. By synthesising evidence from peer-reviewed literature, the study underscores the limitations of prevailing assessment paradigms and advocates for the development of more comprehensive, contextually situated instruments. Such approaches are essential to advancing equity, fostering inclusive educational practices, and aligning spatial assessment more closely with the cognitive and practical demands of contemporary T& E education.