While there is growing interest among educators in bringing the maker movement into school environments, many schools struggle to closely integrate making into their existing core curriculum, mostly due to the difficulty in assessing learning in maker classrooms. Because of the unique nature of maker-centered learning as a pedagogy, conventional assessment methods often fall short. To address this issue, we conducted a study to design assessment in maker classrooms using a design-based approach, working closely with middle school maker teachers and coaches. Applying the concept of embedded assessment that is commonly used in digital learning environments into in-person maker classrooms, we explored how assessment that captures diverse learning occur in the process of making. This paper reports on the four design principles of embedded assessment in school-based making that emerged from literature reviews as well as interviews and workshops with the partnering educators. By closely examining the contexts of maker classrooms, we discuss challenges and opportunities for assessment in maker classrooms that can help teachers approach assessment as activities that are seamlessly embedded in the classroom culture, norms, and activities that students are engaged in.
Murai, Y., Kim, Y., Chang, S., & Reich, J. (2020, January 17). Principles of Embedded Assessment in School-Based Making. https://doi.org/10.35542/osf.io/amvs2
Murai, Yumiko, et al. “Principles of Embedded Assessment in School-based Making.” EdArXiv, 17 Jan. 2020. Web.
Murai, Yumiko, YJ Kim, Stephanie Chang, and Justin Reich. 2020. “Principles of Embedded Assessment in School-based Making.” EdArXiv. January 17. doi:10.35542/osf.io/amvs2.
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