Assessment Design: a) collections of students’ work selected to document progress within a given challenge/ project/task (e.g. portfolios, engineering design notebooks, robotic design journals); (b) tools that provide opportunities for students to demonstrate prototypes, describe their design solution and process, and describe the rationale for arriving at their solution (e.g. presentations, demonstrations, reports/memos, poster sessions, video journals, exhibitions); (c) external representations of students’ understanding of STEM concepts and processes (e.g. concept maps, flow charts, tables and graphs, construction diagrams/ plans); and (d) tools to identify students’ understanding of STEM concepts/processes (e.g. observations, interviews, examination, reflective essay). Many of these tools can be used for formative, diagnostic, or summative assessment. Clayton (2010) and Vasquez et al. (2013) both suggested that when working on the development of assessment for an integrated STEM curriculum unit, it is valuable to work backwards; begin thinking about the summative culminating event and then design the formative student work products that demonstrate students’ learning and help them prepare for it.