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This paper presents the results of a pilot study that introduces socialrobots into kindergarten and first-grade classroom tasks. This study aims tounderstand 1) how effective social robots are in administering educationalactivities and assessments, and 2) if these interactions with social robots canserve as a gateway into learning about robotics and STEM for young children. Weadministered a commonly-used assessment (GFTA3) of speech production using asocial robot and compared the quality of recorded responses to those obtainedwith a human assessor. In a comparison done between 40 children, we found nosignificant differences in the student responses between the two conditionsover the three metrics used: word repetition accuracy, number of timesadditional help was needed, and similarity of prosody to the assessor. We alsofound that interactions with the robot were successfully able to stimulatecuriosity in robotics, and therefore STEM, from a large number of the 164student participants.

Can Social Robots Effectively Elicit Curiosity in STEM Topics from K-1 Students During Oral Assessments?