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

该项目得到STEM计算(STEM C)计划的支持，该计划将计算思维和计算活动整合到学科科学、技术、工程和数学教与学中的应用研究，从幼儿教育到高中(12年级)。由于它的根本重点是协作、迭代、基于过程的学习--这是21世纪的关键技能--Maker Education的学习结果无法通过考试来充分跟踪，而考试是课堂上的传统评估手段。该项目将开发与教师共同设计和实施的嵌入式评估技术，以收集学生学习的严格形式的证据，而不限制或中断复杂的制作过程。嵌入式评估是指将评估直接融入到学习环境和活动中，以便对学生的学习进行实时监控和支持的一种评估形式。嵌入式评估在数字环境中已被广泛采用，以设计系统内的任务，以获得预期结果的证据，并自动和快速地捕获在执行过程中产生的丰富数据。在Maker学习中利用相同的方法是很有前途的，但实践学习环境并不像数字环境那样具有相同的数据负担。通过这种必要的评估重组和重新设计，我们可以开始回答这样一个问题：以制造者为中心的学习如何才能真正造福于更广泛的教育系统，无论是对学生还是对教师。这些知识将改善校本制作者环境中的学习质量，并使更多的学校能够将这些宝贵的经验带给他们的学生。该项目将开发和评估以制作人为中心的学习中嵌入评估的实践，从而导致评估实践更适合制作人教育的过程和预期结果。目前还没有关于制造商教育的详细的评估协议或程序。该项目将进行基于设计的研究，涉及两个相互关联的工作。首先，该项目将与Maker教育工作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性的过程，参与其中的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.