A Systematic Review of Empirical Research on Maker Activity Assessments

• In Event: Paper Session: New Directions in Learning Analytics and Assessment

Abstract

Maker activity has grown increasingly popular in education. Many studies show maker activities improving different learning outcomes in formal and informal settings. This claim highlights the importance of assessment tools in the learning process for making. However, research is lacking on the assessments used in making activities. Therefore, a systematic literature review was conducted on 43 empirical studies examining assessment in maker activity. The results indicate that various types of platforms and assessment tools have been created to foster students’ learning in making. However, few assessments have been validated and developed to evaluate the artifacts that are the common final products of maker activity. Suggestions for future research include developing artifact assessment to evaluate the learning outcomes in making.

Authors

• Qiao Lin, University of Illinois at Chicago

• Yue Yin, University of Illinois at Chicago

• Xiaodan Tang, University of Illinois at Chicago

• Roxana Hadad, Northeastern Illinois University