Making Sense of Learning: Emergence of Students’ Agency During Assessment in Maker Classrooms (Poster 46)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Designing Learning Environments for Science Technology Engineering and Math Learning

Abstract

In maker classrooms, traditional assessment methods often fall short of capturing the diverse forms of learning that occur. Student participation in assessment is essential in these environments, warranting more research exploring assessment approaches that truly support student agency in classrooms. This study explored how a co-designed assessment activity based on the Embedded Assessment for School-based Making framework fostered students’ agency in a maker classroom. We analyzed observation notes and photos using a deductive-inductive method to recognize how three forms of agency—epistemic, relational, and transformative—emerged during the implementation of the assessment activity. The results showed that the assessment activity engaged students in all agentic actions, demonstrating the relational nature of agency.

Authors

• Yumiko Murai, Simon Fraser University

• Kristiina Kumpulainen, University of British Columbia

• Andreina Yulis San Juan, Simon Fraser University

• Annemiek Veldhuis, Simon Fraser University

• Zi Lin, Simon Fraser University