How Do You Know They Are Learning? Perspectives of Maker Educators on Assessment

• In Event: Investigations Into Teachers' "Maker" and Design Experiences

Abstract

Traditional assessment is not suitable for assessing the complex, situated learning occurring during maker-centered learning. Although a few assessment strategies have been tested, the difficulty of capturing process learning and leveraging it for student learning remains a challenge. This study reports on qualitative analysis of maker educators’ perspectives on assessment, conducted as part of ongoing design-based research of assessment tools for maker classrooms. Examining interviews and notes from co-design workshops at two middle schools, the study illustrates the assessment contexts and challenges facing maker educators. The results showed the challenges derived from the gap between what teachers value and what they are currently able to do, as well as how cultural and pedagogical differences influence assessment value and needs.

Authors

• Yumiko Murai, Simon Fraser University

• YJ Kim, University of Wisconsin - Madison

• Stephanie Chang, Maker Education Initiative

• Emily Martin, Massachusetts Institute of Technology

• Louisa Rosenheck, Massachusetts Institute of Technology

• Peter Kirschmann, Woodrow Wilson Academy