An assessment-planning framework for maker education built on eight principles and five practices¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper's central contribution is an organizing framework answering its essential question about assessing maker education. The authors suggest that there are "eight principles and five practices worthy of consideration when designing an assessment plan for students engaged with maker education experiences." The principles cover design cycle instruction, process focus, real-world problem solving, teacher freedom, iteration, teacher role, choice, and play; the practices are prompt, rubric, reflection, portfolio, and digital badges. An appendix of example assessment tools accompanies the framework.

Design Implications¶

Context¶

Requirements¶

• Assessment plans must keep students' learning goals and progress visible to stakeholders without deterring students from the larger goals of maker education

Constraints¶

• The framework is drawn from a review of professional literature rather than from an empirical study by the authors

Target Learners¶

• K-12 students in school makerspace and maker education programs

Target Learning Objectives¶

• Creativity, collaboration, critical thinking, communication, and content-specific learning targets in project-based making

Claims¶

• Grading practices can diminish interest, encourage easier paths, and reduce quality of thinking in maker education [+W]

Related Theories¶

Examples¶

• Use a three-part process-understanding-product rubric for formative and summative maker assessment
• Teach a simple, clear, memorable design cycle without treating it as a rigid checklist
• Focus assessment on process over product in maker education
• Involve students in real-world problem solving to deepen engagement, retention, and understanding
• Provide student choice to build ownership and self-efficacy in maker education

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