EAGER: MAKER: Collaborative: Beyond Rubrics: Moving Towards Embedded Assessment in Maker Education

该项目得到了STEM+Computing（STEM+C）计划的支持，该计划推进了将计算思维和计算活动整合到学科科学，技术，工程和数学教学中的应用研究，并通过高中（PreK-12）进行幼儿教育。由于创客教育的基本重点是协作、迭代和基于过程的学习--这是21世纪世纪的关键技能--因此，它的学习成果无法通过测试（传统的课堂评估手段）来充分跟踪。该项目将开发嵌入式评估技术，与教师共同设计并由教师实施，以收集学生学习的严格证据，而不会限制或中断复杂的制作过程。嵌入式评估是指一种评估形式，其中评估直接纳入学习环境和活动，因此学生的学习可以得到真实的实时监控和支持。嵌入式评估在数字环境中被广泛采用，用于在系统中设计任务，以获得预期结果的证据，并自动快速捕获绩效过程中产生的丰富数据。在创客学习中利用相同的方法是很有希望的，但是实践学习环境不具有与数字环境相同的数据启示。通过这种必要的重新构建和重新设计评估，我们可以开始回答这样一个问题：以创造者为中心的学习如何真正有益于更广泛的教育系统，无论是对学生还是对教师。这些知识将提高在校本创客环境中的学习质量，并使更多的学校能够将这些宝贵的经验带给学生。该项目将开发和评估以创客为中心的学习中嵌入式评估的实践，从而使评估实践更适合创客教育的过程和预期结果。目前还没有记录良好的评估协议或制造商教育过程。该项目将进行基于设计的研究，涉及两条连接的工作线。首先，该项目将与创客教育者和教师一起迭代开发嵌入式评估工具包。其次，该项目将建立一个变革过程，参与教师可以成功地在中学STEM课程中采用嵌入式评估。

This project is supported by the STEM+Computing (STEM+C) program, which advances applied research integrating computational thinking and computing activities within disciplinary science, technology, engineering, and mathematics teaching and learning in early childhood education through high school (PreK-12). Because of its fundamental focus on collaborative, iterative, process-based learning--key 21st century skills--maker education's learning outcomes cannot be adequately tracked by tests, the traditional means of assessment in classrooms. The project will develop embedded assessment techniques, co-designed with and implemented by teachers, to collect rigorous forms of evidence of student learning, without constraining or interrupting complex making processes. Embedded assessment refers to a form of assessment where assessment is directly incorporated into the learning environments and activities, so student learning can be monitored and supported in real time. Embedded assessment has been widely adopted in digital contexts to design tasks within a system that can elicit evidence of desired outcomes, and to automatically and rapidly capture rich data generated in the process of performance. Leveraging the same methodology in maker learning is promising, however hands-on learning environments do not have the same data affordances as digital environments. Through this necessary reframing and redesigning of assessment, we can begin to answer the question of how maker-centered learning can truly benefit the broader education system, both for students and for teachers. This knowledge will improve the quality of learning in school-based maker environments, and enable more schools to bring these valuable experiences to their students.The project will develop and evaluate practices of embedded assessment in maker-centered learning which will lead to assessment practices better suited to the processes and desired outcomes of maker education. There are currently no well-documented assessment protocols or processes for maker education. The project will conduct design-based research that involves two lines of connected work. First, the project will iteratively develop embedded assessment toolkits with maker educators and teachers. Second, the project will establish a transformative process where participating teachers can successfully adopt embedded assessments within middle school STEM curricula.