Use a three-part process-understanding-product rubric for formative and summative maker assessment¶

Strategy · All strategies
Evidence · no claims cited

Description¶

After a well-crafted prompt, the paper recommends a rubric or checklist as the second component of effective assessment. Rubrics clarify what students should know and be able to do, structure the iterative design process, and can serve "as powerful learning tools when used for both peer and self-assessment," acting as formative checkpoints or summative self or peer assessments. Yokana's three-part structure of process, understanding, and product lets teachers present different objective types clearly.

Design Implications¶

Context¶

Requirements¶

• The prompt must be clear enough to provide direction while open-ended enough to allow creativity and critical thinking

Constraints¶

• Teachers must guard against being too structured or rigid, which could stifle true creativity and innovation

Target Learners¶

• K-12 students in maker education programs

Target Learning Goals¶

• 21st century skills (creativity, collaboration, critical thinking, communication) and content-specific learning targets

Related Strategies¶

• Rubrics
• Use student-owned portfolios with digital and non-digital documentation to assess maker growth over time
• Use open-ended reflection questions as self-assessment in place of end-of-unit tests
• Use component-level checklists for lesson planning and rubric design
• Assess disruption and reclamation with rubric levels of adaptability and automated disruption-reclamation profiles
• Teachers can use ChatGPT to generate open-ended question prompts, quality rubrics, and formative assessment prompts aligned with learning goals

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