Use student-owned portfolios with digital and non-digital documentation to assess maker growth over time¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper recommends portfolio development as a way to accomplish a process-over-product approach. Portfolios allow students to document their thinking, give context to products, and provide evidence about growth as a maker over time; the portfolio belongs to the student. Chang's research emphasizes using both digital and non-digital practices for documenting work, with forms including notebooks, blogs, photos, posters, videos, and digital stories.

Design Implications¶

Context¶

Requirements¶

• Documentation must provide a window into the creative process used to develop the end product; the portfolio belongs to the student

Constraints¶

• Teachers must remain open to the different ways students might best reflect on and share their process

Target Learners¶

• K-12 students in maker education programs

Target Learning Goals¶

• Documenting thinking, giving context to products, and evidencing growth as a maker over time

Related Strategies¶

• Portfolio Development
• Student Portfolio Creation
• Portfolio Assessment
• Portfolios
• Give learners control over how learning is measured via assessment choices and science-fair-type projects
• Use a three-part process-understanding-product rubric for formative and summative maker assessment

Examples¶

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Key Sources¶

• Lundberg, M., & Rasmussen, J. (2018). Foundational Principles and Practices to Consider in Assessing Maker Education. i-manager's Journal of Educational Technology, Vol. 14 No. 4, January - March 2018. https://eric.ed.gov/?id=EJ1179517