Making activities overshadowed self-assessment, which students sometimes perceived as an unnecessary interruption¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers reported that the absorbing nature of making drew students' attention away from self-assessment, and students confirmed they did not want to stop making to self-reflect. → Ourania Miliou 2024

Evidence¶

Ourania Miliou 2024¶

Ourania Miliou, Maria Adamou, Aekaterini Mavri, Andri Ioannou. (2024). An exploratory case study of the use of a digital self-assessment tool of 21st-century skills in makerspace contexts. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10314-0

q2 · i? · qualitative · r3

Theme 2 negative finding from teacher reports and student group interviews. One student said, "Sometimes I felt like I was getting distracted from my work," and students reported forgetting about the tool while immersed in making.

"They argued that the making activities drew the students' attention, overshadowing self-assessment, which sometimes was perceived as an unnecessary interruption."

Discussion¶

Related Claims¶

• Teachers and students reported that the digital self-assessment tool raised students' awareness of 21st-century skills and helped them identify the skills during making — related
• Episodes of off-task play with maker materials caused temporal fragmentation of groups' joint attention on the learning challenge — related
• Trace data can capture the temporal progress of regulation as learners engage in learning tasks over time — related